1. Math Group Assessment Design 1
Sherry Deno, Scott Hall, Kristina Husebye, and Lisa Schmitt
“Math Group Assessment Design Project”
July 31, 2009
Professor: Eileen Deluca
ESE 4323-121

2. Math Group Assessment Design 2
Math Group Assessment Design Project
This project was designed as a 2nd grade math unit that would be the first unit in money
covered during the school year. It is aligned with the Sunshine State Standards for 2nd grade
mathematics. The unit provides students with a review of identifying and adding coins. It then
takes the students through exploring different options of combining coins to generate a
predetermined amount. Throughout the unit, which is a week in length, students will associate
money with making purchases. The purpose of this unit is to make sure that students have the
skills they need before moving into the next unit on money, which includes making change.
The lesson plans are geared toward monitoring student progress throughout the unit in
order to prepare them for the summative assessment. This approach was chosen due to the fact
that it is imperative that students master a specific skill before moving on to the next, with this
subject matter. The teacher would have to be aware of each student’s level of understanding, as
well as the class as a whole, in order to determine whether to it is appropriate to move on. Also,
Unlike summative evaluation approaches where student performance is often evaluated
only at one point in time during the academic year, the formative approach to assessment
provides an opportunity for teachers to catch problems early. By catching problems early,
teachers can design interventions that can be proactive and can prevent learning problems
from occurring. (Fore, Lawson, & Martin, 2007, pp.324-332)
A checklist was used to both monitor and document student understanding and progress.
The gradual release method of direct instruction, guided practice, and then independent
instruction provides the scaffolding needed to build the math skills of measurement in this unit.
Differentiated instruction is also used in this unit to provide the teacher opportunities for error
analysis, feedback, and the addressing diverse student’s needs. According to Airasian and

3. Math Group Assessment Design 3
Russell (2008), “Employing Gardner’s approach to multiple intelligences-or any other approach
to learning-influences to objectives of instruction and the activities employed to help students
attain those objectives”( p.78 ).
Homework is used as a learning tool to reinforce lessons. Also homework is used to
promote parent curriculum awareness, involvement, and general inclusion in the educational
process. According to Knopf and Swick (2007,) “If the early childhood professional is to
establish and maintain meaningful relationships with families then she must believe that families
have an important role in the process of education…; Parents seek opportunities to have direct
impacts on their children’s education (pp.419-427).” Homework is checked by the teacher and
then by the students. Errors are addressed and corrected.
The students will be given two types of summative assessments. They consist of items
that are similar to the handouts used in class and for homework, as well as the hands on activities
performed in class. The teacher will grade students using the attached performance rubric along
with the pencil/paper tests. All items are weighted equally for grading purposes. However, the
number of items for each skill tested was taken into consideration, using the table of
specifications.