PSMA6: Uses required mathematics scoring guides and benchmarks to evaluate student work and teaches students to use both to evaluate their own work
Evidence 1: Everyday Mathematics Assessment Handbook
Bell, J. (2004). Everyday mathematics ([2nd ed.). Columbus, OH: SRA/McGraw-Hill.
Description: Everyday Mathematics is a comprehensive Pre-K through Grade 6 mathematics program engineered for the Common Core State Standards.Developed by The University of Chicago, School Mathematics Project, Everyday Mathematics helps your students achieve true mastery of the CCSS by continually reinforcing math concepts through concrete real-world applications and reinforces math concepts across carefully constructed learning progressions.
Analysis: There are two basic forms of assessment included in this handbook: ongoing and periodic. I generally use the ongoing assessment with my preschoolers. This type of assessment includes gathering daily observations of the children as they participate in various activities. I use these assessments to determine skill level and understanding of mathematical tasks. Other assessment tools included in this book include checklists for various skills, individual profile of progress and observation sheets.
Evidence 2: Vermont Early Learning Standards
Description: The Vermont Early Learning Standards were created to provide guidance for families, teachers and administrators. The VELS describe guiding principles that serve as the core for making informed decisions about what is developmentally appropriate for young children.
Analysis: I use the learning goals described in the VELS to assess student work occurring in mathematics in my preschool classroom. During morning meeting we participate in many activities that include numbers and operations and patterns and measurement. As we countdown the days until a special holiday or birthday celebration, or use our weather markers to determine if we have had more cloudy days or sunny days in a given month, children are given an opportunity to make observations and solve mathematical equations, and then use various tools to assess the accurateness of their answer.
Evidence 3: "More Than Counting" Appendices A.1-A.4
Hieronymus, Brenda and Sally Moomaw (1995). More Than Counting: Math Activities for Young Thinkers. St. Paul, Minnesota:Redleaf Press.
Description: This book provides direction for a math curriculum and instructions for improving the math experiences of young children. There are many games and activities that promote facilitating children's construction of mathematical knowledge.
Analysis: The assessment piece included in this manual allows for the teacher and student to evaluate work being done in the classroom. One tool included is a Student Assessment Form. The teacher and student are provided with a chart. After interaction with a mathematical material each fills out the form. Student and teacher then meet to discuss results and make a plan for the next math time.
