Mid-Year Kindergarten Math Assessment



Modified EDM End-of-Year Assessment for Kindergarten

Seattle Public Schools 2007-08

Summary

The Seattle School’s modified EDM end-of-year assessment for Kindergarten has 12 tasks aligned with the EDM curriculum and Washington State Mathematics GLEs. The assessment is to be administered to one student at a time. Group administration is discouraged because student results are likely to be influenced by peer support. Teachers will score student answers as either Beginning (0 points) Approaching Standard (1 point) or At Standard (2 points). The description of each task includes specific criteria for assigning point values.

Most tasks build on items assessed in the mid-year tool, several items are new and several are an exact repeat of items tested at mid-year. Items which are an exact repeat of the mid-year do not have to be retested if a student has previously demonstrated proficiency. On the score sheet check the box labeled previously established, award full point value and move on.

The areas covered on the assessment are:

• Whole numbers and numeration

• Computation (addition only)

• Measurement (compare lengths)

• Measurement (coin names)

• Geometry (shape recognition)

• Patterns (create, describe and extend)

• Patterns (sort by attribute)

Areas not covered include:

• Whole numbers (skip counting)

• Computation (subtraction)

• Estimation

• Model numbers

• Probability

• Measurement (non-standard units of measure, identify tools and time)

• Graphs

• Geometry (line symmetry and solid shapes)

Instructions

Materials:

• 30 counters with the same attributes

• Number cards from 1 – 20

• About 48 Unifix Cubes or Snap blocks in four different colors, (12 of each color)

• Attribute blocks

• Four paper strips 1.5 inches wide of the same color. One 12 inches long, two 8 inches long and one 7 inches long

• Small collection of coins (pennies, nickels, dimes and quarters)

• Paper and pencil

• Multiple copies of the Scoring Sheet

Set up:

Arrange materials, scoring sheets and several chairs at a table located in the corner of your classroom or a separate room if you have coverage. We suggest you keep the manipulatives in separate cups to keep them organized and out of sight as not to be a distraction to the student taking the assessment. Have a watch to monitor your use of time.

Administration:

Give the assessment to one student at a time. You may do this during class time while other students are working independently or if your school can give you release time you should be able to assess a typical class in a day. We recommend that teachers assess their own students so you can observe first hand the ability of your students to perform the different tasks and assign scores. Start all students with each of the given tasks as directed in the instructions. While administering each task you can add complexity when a student easily demonstrates mastery on the task if you choose. Such exploration of student understanding is valuable, however can add time to the assessment. For students who struggle with a task feel free to stop the task early or modify it mid-stream to make the task more manageable and then score accordingly.

Use the Scoring Sheet that we have developed to accompany the modified assessment. The scoring sheet can be used similar to a running record in a reading assessment. Teachers can quickly capture which errors a student is making for further analysis and record keeping. The scoring sheet includes space to jot down notes, number of errors and the score for each task. We suggest you score each student immediately after the assessment is finished while the student’s performance is fresh in your mind. After assessing and scoring all your students fill in Edusoft scoring sheets if you choose.

We are also including an outline that shows how each task of our modified EDM mid-year correlates with tasks in the EDM Mid-Year assessment.

Use of Data:

By analyzing scoring data you can quickly determine the strengths and weakness of individual students as well as groups of students. You can reflect on the effectiveness of your instruction and see implications for planning, grouping and focused support for future instruction.

Through the observation and questioning of students during the assessment you can gather valuable anecdotal evidence on each of your students. You may wish to jot down notes while assessing.

Tasks and Scoring

Numbers and Numeration

Important note for scoring number and numeration tasks: score each skipped number, even in a block of numbers, as an error. Numbers named out of order are also counted as an error. Self-corrections do not count as an error, pause and repeat do not count as an error.

1. Count to 100. Start from a number selected by the test administrator and ask student to count on until you ask her to stop. Let the child continue to 100 or until he or she makes five mistakes or becomes frustrated. Scoring: two points for counting to 100 with 0 or 1 error; one point for 2 to 3 errors; and zero points for 4 or more errors. (EDM Number and Numeration Goal 1 and GLE 1.1.1)

2. Count Back from 15 to 0. Ask students to count back or count down from 15 to 0. Scoring: two points for 0 errors; one point for 1 or 2 errors and zero points for 3 or more errors. (EDM Number and Numeration Goal 1 and GLE 1.1.1)

3. Count 24 Objects from a group of 30. Set 30 counters on the table in front of the student and ask him or her to count 24 of them. Scoring: two points for 0 or 1 error; one point for 2 or 3 errors; zero points for 4 errors and above. (EDM Number and Numeration Goal 2 and GLE 1.1.1)

4. Order Numbers. Randomly place number cards 0 – 12 on the table. Ask the student to arrange the number cards in order from 0 – 12. Scoring: two points for 0 errors; one point for 1 or 2 errors and zero points for 3 or more errors. (Number and Numeration Goal 3 and GLE 1.1.1)

5. Compare Number Values. Place the card 5 and 8 on the table, ask the child to point to the number that is larger. Repeat with 9 and 11 and 12 and 16. Scoring: two points for 0 errors; one point for 1 error and zero points for 2 or more errors. (Number and Numeration Goal 3 and GLE 1.1.1)

6. Write and Read Numbers. Ask the student to write from memory the number 5, then 27, and then 31. Next, show the student the number 19 and ask him or her to name the number. Repeat with 28 and 46. Scoring: when writing a number reversing the place of digits (01 instead of 10) is an error, writing a digit backwards is not an error. Two points for 0 errors, one point for 1 or 2 errors; zero points for 3 errors and above. (Number and Numeration Goal 3 and GLE 1.1.1)

Computation

7. Solve Number Stories. Put counters on the table for the child to use. Tell the first number story orally and give the student time to solve the problem. Then do the second story. Story 1: (Any child’s name) has 4 library books. He/she is given 5 more books. How many books does (child’s name) have? Observe what strategies the student is using to solve the problem. Story 2: There are 5 balls in a basket on the playground. Children return 6 more balls to the basket after recess. How many balls are now in the basket? Observe what strategies the student is using. Scoring: two points for 0 errors, one point for 1 error; zero points for 2 errors. If the student makes 2 errors, but has conceptual understanding and uses a purposeful strategy award 1 point. (Operations and Computation Goal 1 and GLE 1.1.5)

Tasks and Scoring Continued

Measurement

8. Compare Lengths. Show the student the collection of paper strips. Ask questions: “Which is the longest? Which is the shortest? Are any of the strips the same length? How do you know?” Scoring: look for understanding of vocabulary/concepts about length. Two points for established understanding, one point for developing understanding; zero points for limited understanding. (Measurement and Reference Frames Goal 1 and GLE 1.2.1)

9. Identify Money Names. Show a mixed collection of coins, several pennies, nickels, dimes and quarters. Ask the student to pick out the coins you name. (Penny, nickel and dime) Scoring: two points for 0 errors, one point for 1 error; zero points for 2 or more errors. (Measurement and Reference Frames Goal 2 and GLE 1.2.1, first grade)

Geometry

10. Identify Specific Shapes. Put a collection of attribute blocks on the table. Have eight blocks, two of each shape: square, circle, rectangle and triangle. Ask the child to remove a shape you name. Name each of the four shapes once. Scoring: two points for 0 errors, one point for 1 error; zero points for 2 or more errors. (Geometry Goal 1 and GLE 1.3.2)

Patterns

11. Create, Describe and Extend Patterns. Put a collection of two colors of Unifix Cubes or Snap Blocks on the table and ask the child to make a pattern. When finished, ask the child to describe it. Next, show the child a pattern you have constructed with two same colors and one different (AAB). Repeat the pattern three times in your construction. Ask the child to name or describe it. Now, ask the student to extend the pattern. Scoring: two points for established understanding (1 point for making their own pattern and describing it, 1 point for describing teacher’s pattern and extending it), one point for developing understanding (only 2 of the 4 tasks are completed correctly); zero points for limited understanding. (Patterns, Functions and Algebra Goal 1 and GLE 1.5.1)

12. Use a Rule to Sort Objects. Ask the child to sort a small collection of attribute blocks (for example: 9 blocks total - 3 blocks of 3 shapes, some of each color, size and thickness) according to shape. When he or she completes this task, ask the student to sort the blocks using a different attribute (rule) of his or her choice. Scoring: look for the child to use a rule to sort in different ways. Two points for established understanding (both tasks are completed correctly), one point for developing understanding (only one task completed correctly); zero points for limited understanding. (Patterns, Functions and Algebra Goal 1 and GLE 1.3.2)

Modified EDM End-of-Year Assessment for Kindergarten

Seattle Public Schools 2007-08

Scoring Sheet

Student Name: _____________________________ Date: _________________

Teacher Name: _____________________________ School: _______________

1. Count to 100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 78 79 80 81 82 83 84 85 86 89 90 91 92 93 94 95 96 97 98 99 100

# Errors ______ Score _____ Notes: _________________________________________

Scoring: two points for 0 or 1 error; one point for 2 to 3 errors; and zero points for 4 or more.

2. Count Back from 15 to 0

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

# Errors ______ Score _____ Notes: _________________________________________

Scoring: two points for 0 errors; one point for 1 or 2 errors and zero points for 3 or more errors.

3. Count 24 Objects

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

# Errors ______ Score _____ Notes: _________________________________________

Scoring: two points for 0 or 1 error; one point for 2 to 3 errors; and zero points for 4 or more.

4. Order Numbers

0 1 2 3 4 5 6 7 8 9 10 11 12 Child’s order: __________________________

# Errors ______ Score _____ Notes: _________________________________________

Scoring: two points for 0 errors; one point for 1 or 2 errors and zero points for 3 or more errors.

5. Compare Number Values

5 and 8 9 and 11 12 and 16

# Errors ______ Score _____ Notes: _________________________________________

Scoring: two points for 0 errors; one point for 1 error and zero points for 2 or more errors.

6. Write and Read Numbers

Write: 5 27 31 Read: 19 28 46

# Errors ________ Score _____ Notes: _________________________________________

Scoring: two points for 0 errors; one point for 1 or 2 errors and zero points for 3 or more errors.

7. Solve Number Stories

Number Story 1 ___________ Number Story 2 ___________

# Errors ________ Score _____ Notes: _________________________________________

Scoring: two points for 0 errors; one point for 1 error and zero points for 2 errors. If the student makes 2 errors, but has conceptual understanding and uses a purposeful strategy award 1point.

8. Compare Lengths

Arranged by height _______________ Understands concepts ___________________

Score _____ Notes: ___________________________________________________________

Scoring: two points for established understanding, one point for developing understanding; zero points for limited understanding.

9. Identify Money Names

Penny: ______ Nickel: ______ Dime: ______

# Errors ________ Score _____ Notes: _________________________________________

Scoring: two points for 0 errors; one point for 1 error and zero points for 2 or more errors.

10. Identify Specific Shapes

Circle: ______ Square: ______ Rectangle: ______ Triangle: ______

# Errors ________ Score _____ Notes: _________________________________________

Scoring: two points for 0 errors; one point for 1 error and zero points for 2 or more errors.

11. Create, Describe and Extend Patterns

Make and name _________________ Name and extend ______________________

Score _____ Notes: __________________________________________________________

Scoring: two points for established understanding, one point for developing understanding; zero points for limited understanding.

12. Use a Rule to Sort Objects

Make and name _________________ Name and extend ______________________

Score _____ Notes: __________________________________________________________

Scoring: two points for established understanding, one point for developing understanding; zero points for limited understanding.

Modified EDM End-of-Year Assessment for Kindergarten

Seattle Public Schools 2007-08

EDM/Seattle Schools Assessment Question Correlation

1. Count from 1 to 100 is similar to EDM question 1

2. Count back from 15 to 0 is similar to EDM question 2

3. Count 24 Objects is similar to EDM question 4

4. Order Numbers is similar to EDM question 11

5. Compare Number Values is similar to EDM question 11

6. Read and Write Numbers is similar to EDM question 8

7. Solve Number Stories is similar to EDM question 12

8. Compare Lengths is similar to EDM question 15

9. Identify Money Names is similar to EDM question 16

10. Identify Specific Shapes is similar to EDM question 19

11. Create, Describe and Extend Patterns is similar to EDM question 21

12. Use a Rule to Sort Objects is similar to EDM question 22

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