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Amu guide A Guide for Assessing Mathematical Understanding A Guide for Assessing Mathematical Understanding A Guide for Assessing Mathematical Understanding Portland OR Education Northwest SW Main St Suite Portland OR educationnorthwest org ? Education No

A Guide for Assessing Mathematical Understanding A Guide for Assessing Mathematical Understanding A Guide for Assessing Mathematical Understanding Portland OR Education Northwest SW Main St Suite Portland OR educationnorthwest org ? Education Northwest All rights reserved ISBN - - - Cover images by Lucas Grzybowski Contents Preface v Acknowledgments vii Introduction Background Concept Areas and Learning Goals Organizational Framework Directions for Using Grade-Level Assessments Directions for Using the Diagnostic Assessment References Appendix A Pilot and field tests Appendix B Reproducible records iii v Preface Purpose Early high-quality instruction in mathematics that focuses on conceptual understanding procedural fluency and the ability to solve problems is of critical importance Identifying what young students know about key mathematical ideas is the first step in planning high-quality lessons that meet the needs of all students Assess - ing Mathematical Understanding is a collection of assessment tools developed to give teachers a way to access student thinking This assessment can be used to track student progress identify particular difficulties and generally inform instructional planning By using the assessment process described in this guide and under - standing the learning framework on which it is based teachers can increase their knowledge of how students learn Using students ? responses to the assessment items as a guide teachers can differentiate instruction and create learning environments that better support their students ? mathematical development Rationale According to the latest available mathematics achievement data U S Department of Education National Cen - ter for Education Statistics n d percent of Northwest grade public school students were not proficient in math This rate is slightly better than the rate for the nation as a whole percent of students were not proficient across the U S U S Department of Education National Center for Education Statistics n d Such statistics underscore the need for early identification of students ? mathematical misconceptions and holes in their conceptual knowledge Addressing these problems will allow the teacher to act quickly to shore up areas of difficulty Instructional strategies can be implemented to assist these children before they lose confi - dence in their ability to succeed in mathematics thereby shrinking or preventing an achievement gap between these students and their mathematically proficient peers Applications The assessments contained in Assessing Mathematical Understanding should be administered by an adult in a one-on-one interview format The two grade-level assessments Kindergarten Items for Assessing Mathemati - cal Understanding and First-Grade Items for Assessing Mathematical Understanding may be administered by a vi A Guide for Assessing Mathematical Understanding teacher or paraprofessional Each grade-level assessment is divided into three parts intended to be used three times in the year with each section addressing two or three concept areas The comprehensive diagnostic assessment Diagnostic Items for Assessing Mathematical Understanding can be used to acquire extensive information about a student ? s understanding of one particular mathematical con - cept area This assessment should be administered by a teacher who has an understanding of the mathematics concepts identified at these grade levels