1. EVALUATION OF AN ASSESSMENT BY SUSAN MAVRELIS-LAI 802

2. WHO, WHAT, AND WHERE! Who: A talented and gifted first grade class, that scored 99% on the citywide test. What: Math Assessment Where: PS 85, a district 30 school in Astoria, Queens.

3. ASSESSMENT The math assessment that I have chose to discuss is from the GO Math! Program. Go Math! is a comprehensive Grade K-6 mathematics program developed to support the Common Core State Standards for Mathematics and the **NCTM** Curriculum Focal Points. The program emphasizes Essential Questions and Big Ideas with depth of understanding as the goal. Interactive lessons utilize research based instructional approaches and differentiated instructional resources to ensure success for all students. Enrichment Guides, Assessment Guides, and Strategic Intervention Guides, as well, as on-line material are provided for teachers. **NCTM: National Council of Teachers of Mathematics**

4. THE PURPOSE OF THE ASSESSMENT The assessment is a two part process. Part One: Before the teacher begins a new chapter in math, she gives the students a “Performance Task”. The purpose of the Performance Task is to measure what the student strengths and weaknesses are before the new chapter begins. After analyzing the performance task, the teacher can plan her lessons according to the data collected. Part Two: Once the teacher has completed the chapter, a final assessment is given. The questions are more in depth and more detail is needed to answer than the questions of the Performance Task. Once the teacher has reviewed this part of the assessment, she can then determine if the students understood the chapter and if she can move on to the next topic.

5. DELIVERY OF ASSESSMENT Part One of the assessment is given to the students before the start of a new chapter. It is given to the whole class, with hardly any instruction. Only the directions are given. The students are given only a certain amount of time to complete the Performance Task. Part Two of the assessment is given at the end of the chapter. The students are given time to study on their own and a review is given the day before the assessment is given. The assessment is given to the whole class, again minimal instructions are given and the students are timed. However, since this part of the assessment is more in depth and students answers must be more detailed, more time is given to take the assessment.

6. WHY USE THIS ASSESSMENT This assessment is: A way to measure what a students knows in the beginning of a chapter and what he or she actually learned by the end of the chapter. Clear in the questioning. Formatted exactly like the textbook so students are familiar with the contents.

7. HOW ARE THE RESULTS USED The Performance Task results are primarily used for the teachers purpose. The results guide her lesson planning. It lets her know what areas of the chapter she can go through quickly and what areas of the chapter she needs to give a lot of focus. The results also help her with differentiation. The final part of the assessment results are first compared with the Performance Task to see if the students have improved on their learning of this particular topic. Next, the results are then reviewed to see if the teacher needs to continue with this topic or if she can go on to the next.

8. HOW WAS THIS ASSESSMENT DEVELOPED The entire Go Math program was developed through scientific based research. Five major research strands underpin the program. The five strands are: Writing to Learn Vocabulary, Scaffolding Metacognition Graphic Organizers (http://www.wi.k12.ny.us)

9. CLINICAL RECOMMENDATIONS AND CAUTIONS Through my discussions with the teacher which I observed and through my own research of GO Math!, I could not find any clinical recommendations or cautions. However, the author team for GO Math! consists of mathematics educators and school district personnel and includes representation from the leadership of NCTM. GO Math! was specifically written to provide thorough coverage of the CCSS with an emphasis on depth of instruction. Particular attention was given to providing support for teachers as they transition to a focused, rigorous curriculum. (http://webgui.phila.k12.pa.us/schools)

10. PSYCHOMETRIC PROPERTIES The GO Math! Assessment is a quantitative measure of what a student knows. There is only one correct answer to a question. This assessment is both valid and reliable.

11. PERFORMANCE TASK

12. FINAL PART OF THE ASSESSMENT

13. WHAT CAN BE IMPROVED??? The GO Math! Program to my understanding was suppose to be the new “improved” common core aligned textbook that would be “better” because it would offer richer, more interesting experiences with math. Although it is visually pleasing to the eye, things do need to be improved. 1.The lessons are very repetitive, and there is no room for creativity. 2.Lessons are somewhat short. For example, there maybe some lessons that need more attention than others and in this program there is no room for that! Teachers often have to supplement their own worksheets and handouts through other sources and programs. 3.There is no informative assessment ideas for teachers. Only testing. The teacher I observed uses a checklist for every task and assignment given so she can measure a students achievement throughout the chapter.

14. BIBLIOGRAPHY Houghton, Millfin, and Hartcourt. GO Math!, Houghton, Millfin, and Hartcourt, 2011. http://webgui.phila.k12.pa.us/schools/e/elkin/programs--projects http://www.wi.k12.ny.us/pdf/curriculum/gomath/GOMathOTResearchBroch.pdf