Evaluation
In order to effectively measure the transformation of learners in my first grade classroom in regards to number sense, it is imperative that I have multiple forms of evaluation. I want to know if the students develop a deeper sense of numbers through the integration of a specific technology-based tool. My end goal is for the students to be able to not only understand and explain numbers and number relations, but also to apply this knowledge to new and more challenging mathematical concepts.
The transformation of my students will be measured starting with a collection of data prior to instruction. This data will come from having students demonstrate basic numerical concepts (for example, asking students to show different amounts using manipulatives and having students discriminate between quantities) as well as district mandated fluency assessments. Through analysis of this data, I will be able to pinpoint the students with gaps in knowledge who would benefit from the technology-based intervention I have outlined.
Throughout the implementation of the technology, I will continue to monitor students’ progress in order to determine if the intervention is working effectively. If I am not seeing growth from a student/students, I will then pull in additional resources to address the needs of that particular child/group of children and evaluate whether the issue is in the pedagogy or the technology. This ongoing evaluation will assist in concluding if the students have made a transformation in their knowledge. Additionally, the same district mandated pre-assessments that were administered prior to the implementation will be administered at the end to assist in determining the amount of progress each child made.
While the aforementioned assessments are directly related to the content that will be taught, I also plan to assess if students are then able to apply the knowledge to new contexts. More specifically, I would like to see if a strong understanding of numbers assists in learning addition and subtraction and will assess this by giving students addition and subtraction fluency tests. I will also be able to see if this knowledge transferred (as I suspect it will) through student observation and discussions.
The transformation of my students will be measured starting with a collection of data prior to instruction. This data will come from having students demonstrate basic numerical concepts (for example, asking students to show different amounts using manipulatives and having students discriminate between quantities) as well as district mandated fluency assessments. Through analysis of this data, I will be able to pinpoint the students with gaps in knowledge who would benefit from the technology-based intervention I have outlined.
Throughout the implementation of the technology, I will continue to monitor students’ progress in order to determine if the intervention is working effectively. If I am not seeing growth from a student/students, I will then pull in additional resources to address the needs of that particular child/group of children and evaluate whether the issue is in the pedagogy or the technology. This ongoing evaluation will assist in concluding if the students have made a transformation in their knowledge. Additionally, the same district mandated pre-assessments that were administered prior to the implementation will be administered at the end to assist in determining the amount of progress each child made.
While the aforementioned assessments are directly related to the content that will be taught, I also plan to assess if students are then able to apply the knowledge to new contexts. More specifically, I would like to see if a strong understanding of numbers assists in learning addition and subtraction and will assess this by giving students addition and subtraction fluency tests. I will also be able to see if this knowledge transferred (as I suspect it will) through student observation and discussions.