EDLC 530 LIBERTY UNIVERSITY Assessment_Commentary_ASSIGNMENT_2024.pdf

EDLC 530

Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

ASSESSMENT COMMENTARY

Respond below by typing your responses to each prompt. Do not delete or alter the prompts. The

commentary should be 5 – 8 pages long, including the prompts. Please be sure to examine the

Learning Segment Overview document in LiveText, the Context for Learning document in

LiveText, the two Student Work Sample documents in LiveText, and the rubric for this assignment

in Canvas to help with understanding and to maximize your grade.

1. Analyzing Student Learning - Whole Class

a. Using both the Learning Segment Overview document and the Student Work Samples 1-3

Assessment document from LiveText, identify the specific learning objectives measured by the

assessment.

[In this lesson plan the students are learning about volume of three-dimensional shapes

and how to calculate. However, before they do that they must know and understand

what volume means but also the definition of cubes. With the help of the

teacher/instructor the student will know how to find the volume of a cube and a

rectangular prism especially when given the length, width, and height of the object.

Formular L x W x H = Volume.]

b. The Whole Class Summary chart below displays the students’ responses from the Volume

Assessment as it pertains to the number of questions they answered correctly, had the wrong

answer where work was shown or explained, or had the wrong answer and no work was shown

or explained. Provide a narrative below the chart that summarizes student learning for the whole

class by incorporating the information from the chart. The narrative should also describe the

learning evidenced in the four Volume Assessment questions. These questions can be viewed in

the Student Work Samples 1-3 Assessment document from LiveText.

Whole Class Summary

c. Using the chart provided in 1b and the questions from the Volume Assessment, discuss the

patterns of learning across the whole class relative to the following:

conceptual understanding

procedural fluency

The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is

permitted only pursuant to the terms of a written license agreement.

EDLC 530

Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

mathematical reasoning/problem-solving skills

Be sure that you mention conceptual understanding, procedural fluency and mathematical

reasoning/problem-solving skills when discussing the patterns of learning across the whole class.

You may ask yourself what problems you see in student learning as it relates to each of these

three areas. This response should be detailed at no less than 2-3 paragraphs.

[With the assessment and the results is does show that most of the students do have a

good understanding of volume and how to calculate and get the answer. But it also

shows that question 4 gave some of the students’ problems. As an instructor I will go

over question 4 with the students who answered it wrong.]

Question 1 A lot of the students did not have any problems calculating the cubes on the

worksheet given by the instructor. Most students calculated how many cubes were put

into box A correctly. However, 2 of the students did have problems with finding and

calculating the answer and got it wrong but they did explain how they got the answer.

One student just didn’t answer the question.

Question 2 Most of the students did get volume of box B correct and they also explained

how they got the answer. One student did not answer correctly even with the work that

they did was still wrong. One of the students didn’t answer the question because they

did not understand the volume.

Question 3 Most of the students got the answer correct. At least 4 of the students did not

get it correct even with their show of work and explanation.]

2. Analyzing Student Learning - 3 Focus Students

Using the Student Work Samples 1-3 Preassessment and Assessment documents from LiveText,

conduct an error analysis on the three students’ work samples and describe the students’

struggle(s) as they relate to the underlying mathematical understanding and/or concept. It would

be beneficial to utilize what was learned in the Error Analysis Case Study assignment here. This

response should be detailed, containing no less than 3 paragraphs (1 for each student).

For example, if a student error occurs in a subtraction problem, then the underlying mathematical

understanding may include regrouping, the meaning of subtraction, and/or subtraction as the

inverse of addition. The related mathematical understanding becomes the basis for the targeted

learning objective/goal for the students.

[Looking back and analyzing where most of the students made their errors at, I realized

that a lot of the students’ errors and struggles came from them not understanding the lesson

plan on volume. The first problem is that some of the students did not even know how to find

the volume because it looked like from their work samples that they did not know the

formular to even find the volume of the rectangle. That is probably why some of the students

left the answer blank. The 1st student did do the diagram but did not know how to find the

volume of the object. He clearly did not know or understand the formula for volume. That is

probably why he did not know how to find the volume. In fact, when you do not know the

formula then everything else is wrong too.

The 2nd student probably did not even attempt to use the formula to get the answer

because he did not know what he was doing from the start. However, he did attempt to

solve the problem by counting the boxes. But the student is struggling because of their

The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is

permitted only pursuant to the terms of a written license agreement.

EDLC 530

Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

explanation. However, the student does realize that volume does consist of how much the

shape/object can contain or hold. But the problem is that again he did use the formula to get

the final answer but still has not grasped the concept of multiplication. Unfortunately, if there

is an error in the first problem then more than likely the 2nd problem is wrong too due to

either not understanding the formula or not being able to correctly multiply.

The 3rd student also did not get a clear understanding of volume either and what it

means. The student clearly has no understanding because they did not show any work of

how they found the volume of the object. It is also clear that the student needs another

review on finding the volume of an object.]

3. Developing Students’ Mathematical Understanding

a. Based on your analysis of the 3 focus students’ work samples, write a targeted learning objective

for the students related to a common area of struggle they had within the volume unit.

[After looking over the three focus students work samples, I feel that they are still

Struggling. I think that all three students need more help and review with this lesson

plan. The most effective way that the instructor can help the students is by letting them

work in groups. By working with their peers, it will give them more confidence in doing

their classwork.]

[The target of this learning objective is to make sure that the students are multiplying

correctly. Each student should be able to multiply by using grouping or units. They also

should be able to use the formula L x W x H = Volume to find a volume of a rectangular

prism. Another effective way that students can accurately find the volume of a

rectangular prism is by counting the units inside the cubes].

Student 1 Does have some knowledge of what volume is but does not know how to

accurately complete the volume of an object. The student did understand the concept of

multiplying one-digit problems. However, when it came to 2-digit problems he could not

accurately compute the problem. To help her understand I did a small review with her on

computing volume of a cube and multiplication. To make sure that she understood the

process we worked out the problems together.

Student 2 Does understand volume but there are still a few areas that he needs to work

on. One of them is multiplying the student knows the process of multiplication but does

not know when he is done working out the problem or even how he got the answer. The

student is trying so hard that he is out thinking himself and is creating more work for

himself. Unfortunately, when that happens the student gets the wrong answers or even

creates too many problematic errors. To help the student the instructor/educator will

have a meeting with the student and go over the process of multiplication and finding the

volume of an object. Just to make sure that the student understands the lesson plan on

volume.

Student 3 Again student three understands the concept and meaning of multiplication

but still can’t explain or find out how he got the answer. So, it shows that the student

does not know how to multiply correctly to get the correct answers. Although the student

did show his work, by looking at his work there is an obvious problem with multiplication.

To help the student I will go over problems with him and discuss the process of

multiplication again with him too.

The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is

permitted only pursuant to the terms of a written license agreement.

EDLC 530

Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

b. Describe the re-engagement lesson plan

Using the bulleted prompts below, write one re-engagement lesson plan for the focus students to

develop their mathematical knowledge in relation to the targeted learning objective in 3a. Be

specific here (just as you were in crafting your lesson plans during weeks 4 and 6). Be sure to

also integrate what you have learned from the Meta-Analysis assignment concerning intervention

strategies that might be effective. Your re-engagement lesson should include the following:

targeted learning objective from prompt 3a

state-adopted academic content standards that were the basis of the analysis (found in the

Learning Segment Overview document from LiveText)

strategies and learning tasks to re-engage students (include what you and the students will

be doing)

representations and other instructional resources/materials used to re-engage students in

learning

assessments for monitoring student learning during the lesson (e.g., pair share, use of

individual whiteboards, quick quiz)

[My re-engagement lesson plan will help students find the volume in objects/shapes by

using the formula L x W x H= V. Since most of the students is struggling with learning

volume my re-engagement lesson will focus more on how to find volume as well go over

the formula with the students to finding the volume of an object or a rectangular prism.

As an instructor/ educator my objective goal is to give the length, width, and height of a

rectangle. By doing this the student will be able to find the volume 4/4 times. This

standard is based on CCSS.5.MD.C.3 which recognizes volume as an attribute of solid

figures and understand concepts of volume measurement. To help students stay on task

with their learning is to have them work in groups. Then show each group examples of

how to work and solve problems finding the volume. To help and make sure that

students understand and are getting the concept draw a cube or rectangle on the white

board. Then label the length, width, and height after that let the students write their own

definition of what volume means to them. Then when they are finished let them share

with the rest of the class what they had written in their journals. After all the students

share their definition the instructor/educator will give the students their definition of

volume which is used to measure how much space an object can take up or contain.

Then to keep them more interested and engaged let the students give their own

examples of objects. Then let them find the volume of their object by using the formula

that you gave them. To make sure that each student understands the volume I will walk

around the class and check to see if they understand the formula, the process and if

they got the answer correct. If they have a full understanding, then let the students work

with cookies or even small marshmallows to help find the volume of an object. After the

lesson is completed let each student give examples on what volume means to them.

Directly below your re-engagement lesson, describe how you would tailor your instructional

strategies, resources, and assessment strategies to meet the unique learning needs of each of

the 3 focus students.

[As an instructor/educator I think that re-engagement is an excellent opportunity for

teachers to analyze and investigate their students’ weaknesses and strengths especially

in finding volume and learning the concept of multiplication. Since each student learns

The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is

permitted only pursuant to the terms of a written license agreement.

EDLC 530

Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

differently it would be best if the teacher/instructor geared their lesson plan towards the

students who need the help the most. Just to make sure that they understand the

process of finding volume and multiplication. After doing the re-engagement and

checking to see if the students are grasping the concept of volume and multiplication, I

would better understand how to help my students who are already struggling.

Student 1 Since the student is having problems with finding the volume and does not

know the formula, I would help him by using visuals such as an anchor chart which

shows volume, meaning, how it can be used and its formula. In the anchor chart there

will be different colors to catch the student’s attention but also, I will give him handouts

on volume and the formula as well. Then we will work a few problems out together to

make sure that he understands volume and multiplication.

Student 2 This student has the same problem as the first student however this student

does understand that volume is a measurement of what a shape can hold or contain. To

help this student I would do more work with him on the white board since the major

problem is that he really doesn’t know the formula but slightly does understand what

volume means. Then give the student an anchor chart with the formula and an

explanation on volume. After the anchor chart the instructor/educator should do a few

examples on the white board but this time let the student work out the problem himself in

front of the teacher. The teacher can help the student make the necessary corrections

and explain to the student where the mistakes were made but also whether another

review is necessary on volume.

Student 3 Clearly shows that he understands multiplication however he does not

understand or know the formula and that is what is making his answer wrong. To help

the student I will give him that one-on-one personal help and let him use an anchor chart

or graphic organizer on volume and multiplication just to show him the formula, the

process of multiplication and the definition of volume. Then give the student a small

review on volume. After the review give the student a quiz. After the teacher grades the

quiz then the instructor will know where the student is at in their understanding of

volume.]

This response should include one detailed paragraph for your re-engagement lesson along with

one additional paragraph discussing how you would differentiate your instructional strategies,

resources, and assessment strategies for the 3 focus students based on their individual needs.

You may label the students as Student 1, Student 2, and Student 3 in accordance with the student

work samples.

The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is

permitted only pursuant to the terms of a written license agreement.

EDLC 530 LIBERTY UNIVERSITY Assessment_Commentary_ASSIGNMENT_2024.pdf

Students also viewed