Pre-Assessment Data: Lincoln Portfolio

Pre-Assessment Goal: The goal of our pre-assessment was to test the students current
understanding of adding and subtracting two-digit and three-digit numbers.
CCSS: 3.NBT.A.2 Use place value understanding and properties of operations to perform multi-
digit arithmetic.
Administration Conditions: The pre-assessment was given to the student on December 3rd at 9:00
AM to a group of 14 students. The pre-assessment was given in the form of a worksheet that they
were to complete individually.
Pre-Assessment Delivery: Class began with my partner and I introducing ourselves to the class.
We then informed them that we were going to be playing a get to know you game so that my
partner and I can learn everyone’s names. Once we were done with the game, we had them all
fill out an All About Me worksheet so that we know how they learn best, what they love most in
school, what hobbies they like, etc. We will incorporate the likes of the students into the math
problems to make math more engaging and relatable. Once they were done with that, we
explained to the students that we were going to be giving them a test to complete that will help
us determine what and how we need to teach. We gave the students 20 minutes to complete the
pre-assessment.
Reliability and Validity: Our pre-assessment was valid and reliable. The assessment was testing
on topics that we would be covering with the students over the next few days. Each student wrote
their answers to the best of their ability on their worksheet that they were given.
Reflection: Today was a good day. Nicole and I kept our 14 students all together so that we
could have a fun, get to know you day. We first started the day by gathering all of our students
and bringing them into a classroom. We then had all the students sit on the ground in a circle so
that Nicole and I could introduce ourselves. After we introduced ourselves, I explained to them
what we would be doing for the day. I told them that we were starting with a get to know you
game, then they were going to fill out an All About Me worksheet, and then we were going to
test their knowledge. All the students got really excited to play the get to know you game
because it involved throwing a soccer ball to each other. I had a list of 10 questions and when
they tossed the ball to each other, they had to answer the question that their finger landed on. At
first, this was a struggle because everyone was talking and being loud, but then it got way better.
We played this game for 15 minutes before we moved onto the next activity. After the 15
minutes were up, I explained to the students that they were going to be filling out an All About
Me worksheet so that Nicole and I can know what they like and don’t like. On the front of the
worksheet, it asked the students about their family and what hobbies they like to do and what
their favorite sports are and things like that. On the back side, it asks the students to write about
what they like and don’t like in school and things like that. They had 20 minutes to complete this
worksheet. Once everyone was done with that, I handed out our pre-assessment worksheet and I
explained to the students that I wanted them to try their very best on this worksheet and not to
worry if they didn’t know the answer. Some of the things that I noticed was that a lot of the
students used their fingers when they were trying to solve the equations. After coming home and
looking at the students All About Me pages, I noticed that half of our students enjoy doing math
and half of them struggle with doing math. This is a good thing to know because Nicole and I
can make our lessons as fun and engaging as possible. The pre-assessment is reliable and valid.
There were no students that got 100 % on it which helps Nicole and I know where to go from
based on the pre-assessment. There was no bias in our informal collection of data. The students
completed the worksheet by themselves. A challenge that we faced was we had a student who
would not talk to us or any of her classmates. During our game, I tried talking to her and asking
her questions and she wouldn't respond. When we had her fill out our All About Me rubric, she
had questions but she would only point to the questions that she didn't know. She wouldn't use
her words so one thing that I want to try differently next time is pulling out a couple students one
on one and see if she will talk to us in a one on one setting.