Brianna Bullock 1208907
BED 314: Assessment 3
The numeracy focus for Week 9 for the preps was 2-Dimensional (2D) and 3-Dimensional (3D) shapes. Over the numeracy lesson throughout that week the students engaged in varies activities that allowed the students to revise their understanding of the different. The numeracy lessons were planned with the intention of the educator gaining an understanding of each students understanding of 2D and 3D shapes by being able to identify the shape with its correct name and the ability to give an example of each shape within the environment e.g. cylinder is a can. At the end of the week the educator was required to write comments on each individual students understanding of the difference between 2D and 3D shapes as well as the students ability to identify 3D shapes in the environment.
Educators are required to support students to be independent and active in their own learning. Hattie (2012) suggests that educators can do this by modelling and teaching the skills of self-assessment and supporting students in setting their own personal goals. |
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The activities that led up to the summative assessment included the students going on a 3D treasure hunt out on the play-ground. Students took their IPad outside and took some photos of 3D shapes in the environment to share with the rest of the students in the class. They also had the opportunity to play a 3D shape bingo. This involved the students being showed real life images of real life 3D shapes and matching to the correct shape. After each lesson the students had the opportunity to reflect after each lesson. Readman & Allen (2013), express the importance that the educator allows the students allocated time at the end of each session to reflect and evaluate what they have learnt and where they may need additional help.
During these lessons it is important that the educator has made it evident to the students of what the learning intentions are for the lesson and what they need to do to meet the success criteria. This ensures that the student have a clear understanding what they are working towards and have something to check against to ensure that they are on track (Earl & Katz, 2006). |
The 3D shape summative assessment tool
At the end of the week I gathered data from each individual students understanding of the 3D shapes and the difference between 2D and 3D shapes.
I placed six 3D shapes picture cards on the table. I ask the students varies questions such as:
The last question I would ask the students is what is the difference between 3D and 2D shapes. If the students responded with 3D shapes are fat/solid and 2D shapes are flat, this showed me they gained an understanding of the difference between the two. I recorded each of the students responses on a spreadsheet. Below is a screenshot of what the table looked like once completed. The table shows whether the students could identify the different 3D shapes with their correct names and give an example of a real life object for each of the 3D shapes. From this collected data the educator could write comments on each students understand of 3D shapes and their understanding of the difference between 3D and 2D shapes. |
An example may be:
In our unit of 3D shapes, Sira was able to name and give examples of 3D shapes. He identified a brick is like rectangular prism, a ball is like a sphere, a party hat is like a cone, a soda can is like a cylinder and a die is like a cube. Sira was also able to identify the difference between a 2D and a 3D shape. Sira understands that 2D shapes are flat and 3D shapes are fat. Sira was able to identify a pyramid however he is working towards giving a real life example of a pyramid.
The colour coding can help the educator see overall the areas which the students understand and the areas that the educator may need to clarify and go over the certain areas of 3D shapes.
In our unit of 3D shapes, Sira was able to name and give examples of 3D shapes. He identified a brick is like rectangular prism, a ball is like a sphere, a party hat is like a cone, a soda can is like a cylinder and a die is like a cube. Sira was also able to identify the difference between a 2D and a 3D shape. Sira understands that 2D shapes are flat and 3D shapes are fat. Sira was able to identify a pyramid however he is working towards giving a real life example of a pyramid.
The colour coding can help the educator see overall the areas which the students understand and the areas that the educator may need to clarify and go over the certain areas of 3D shapes.
As mentioned before, the purpose of this assessment was to see where each individual students understanding of the 3D shapes and the difference between 2D and 3D shapes. This particular assessment was successful of gathering data on the each students understanding of 3D shape as it allowed the educator to write individualised comments their knowledge of 3D shapes.
Having the opportunity to sit down with the students one by one was beneficial in the way that I was able to personally ask them questions. Rather then just giving the students a paper test that required them to draw picture and write words to answer the questions. If it was in this form it most likely would not show a true example of each students knowledge as the educator would have to interpret each students test which could lead to the wrong interpretation. Therefore, an oral-based test is best suited for a prep level student as it caters for all the different levels within the classroom. This assessment can be identified as Assessment of Learning or summative assessment. Assessment of learning can be defined as “the process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgement about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality” (Ontario, 2010, p. 144). It can be Identified as summative assessment in the way that this assessment is being completed at the end of an a unit (Earl & Katz, 2006). The information gathered from this type of assessment is used to demonstrate the students overall achievements to the student, their families, other colleagues and the department of education (Earl & Katz, 2006). Which in this case is being used to used for the educator to write anecdotal comments to put in the students end of year report. If i was to complete this assessment again, I would use real 3D shapes instead of the flat cards. By using real 3D shapes it may help the students come up with different examples of a particular shape if they are able to physically hold, feel and see the depth of the shapes. I could even have 3D objects such as a can and ask the students what shape it is. The data that was collected from this assessment was used as a summative assessment tool. But the data can also be used as an formative assessment or assessment for learning. Assessment for learning can be defined as “ the ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how best to get there (Ontario, 2010, p. 144). Therefore, this data can be used to build on the students current knowledge and address areas that need additional support. |
References
Earl, L & Katz, S. (2006). Rethinking Classroom Assessment with Purpose in Mind. Winnipeg, Manitoba: Manitoba Education.
Hattie, J. (2012). Visible learning for teaching. New York, NY: Routledge. |
Ontario. (2010). growing success: assessment, evaluation and reporting in Ontario schools (1st edn). California: Ontario.
Readman, K & Allen, B. (2013). Practical planning and assessment. South Melbourne, Victoria: Oxford University Press. |
Appendix: Full copy of the data spread sheet
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