Section IConcept Development in Mathematics

and Science

Unit 4Assessing the Child’s Developmental Level

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National Council of Teachers of Mathematics Assessment Principle

• “Assessment should support the learning of important mathematics and furnish useful information to both teachers and students.” (NCTM, 2000, p. 22)

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Assessment

• Purpose– to gather information about

• student knowledge• student skills• student attitude regarding mathematics and

science

• Should be integrated into everyday activities

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Assessment Methods

• Observations

• Interviews

• Informal conversations

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Assessment Tasks File

• A file of assessment tasks and questions kept on hand

• Look at the examples provided in each unit and in Appendix A

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Modified Standards for Assessment in Science—PreK–3

• The consistency of assessments with the decisions they are designed to inform

• Achievement in science must be assessed• The technical quality of data collected is well

matched to the decisions and actions taken on the basis of their interpretation

• Assessment practices must be fair• The inferences made from assessments about

student achievement must be sound

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Envisioned Changes in Emphasis

• Less emphasis on assessing– what is easily measured– discrete knowledge– scientific knowledge– to learn what students

do not know

• More emphasis on assessing– what is most highly

valued– rich, well-structured

knowledge– scientific understanding

and reasoning– to learn what students

do understand

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Record Keeping and Reporting

• Record folder– contains anecdotal records and checklists

• Portfolio– purposeful collection of a child’s work which

tells a story of the child’s efforts, progress, and achievements

– Materials can be shared with parents during conferences

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