EDUC 323
Elementary Education: Literacy with Mathematics Task 4
Task 4: Mathematics Assessment Commentary
TASK 4: MATHEMATICS ASSESSMENT COMMENTARY
Respond to the prompts below ( ) by typing your responses within theno more than 8 single-spaced pages, including prompts
brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance ( ) to the end of this no more than 5 additional pages
file. If you submit a student work sample as a video or audio clip and you or your focus students cannot be clearly heard, attach a
transcription of the inaudible comments ( ) to the end of this file. These pages do not count no more than 2 additional pages
toward your page total.
1. Analyzing Student Learning—Whole Class
a. Identify the specific learning objectives measured by the formative assessment you
chose for analysis.
[ Providing students with a 12 question comparing fractions worksheet that consist of
comparison, graphs, and word problems, the student will complete the worksheet with 10/12 to
show mastery of the skill.
The student will compare fractions by placing >,<, or =
The student will use number lines to compare fractions
The student will solve a word problem using fractions.]
b. Provide a graphic (chart or table) or narrative that summarizes student learning for the
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Mathematics Assessment Task 4, Part D.
c. Using examples from the summary chart, discuss the patterns of learning across the
whole class relative to
conceptual understanding
procedural fluency
mathematical reasoning/problem-solving skills
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EDUC 323
Elementary Education: Literacy with Mathematics Task 4
Task 4: Mathematics Assessment Commentary
[Conceptual understanding- Most of the students understand the value of fractions and that the
smaller the fraction, the larger the portion. Students have a strong understanding of telling which
fraction is greater, but still need instruction on when the fractions are equal. Students show
mastery in understanding the role of the numerator and the denominator. Students are starting
to realize the larger the numerator and smaller the denominator results in a larger fraction.
Procedural Fluency- Procedural fluency was assessed in my evaluation. In two of the problems
of the first section of the assessment, students put together their knowledge of common
denominators. In question 7 they were challenged to put their knowledge of common
denominators together. Students worked throughout the worksheet to apply the rules for
comparing fractions.
