ASSESSMENT
Initial Math Assessment Process
The initial math assessment should:
- be no more than 25 computation/word problems
- be interactive with opportunities to talk about problem-solving
process
- include computation in isolation
- include word problems
- be related to real-life issues
- include the math autobiobiography
- survey the student about how he or she already uses math
- include discussion of the student's goals
- include prioritizing of math topics by the learner
- assess math anxiety
Process for Math Assessment:
1. Do math autobiography and any other materials on math anxiety
adapted from Sheila Tobias' Overcoming Math Anxiety.
2. Discuss how the student already uses math, what the student's
goals are how the student feels about math, what the student
considers her/his strengths and areas for development in math.
3. Do card sort. Discuss why the student ordered the topics as
he or she did. (Compiling these student responses can help in
planning. The prioritizing is also an opportunity to discuss
the meaning and use of the terms. At post- assessment, students
can re-prioritize and compare as they prepare for their next
math course.)
4. Give the student 18 computation problems and 6 word problems.
5. Discuss how the student solved the problems using the following
questions:
- What did you do first? Why?
- Can you describe your solution?
- If you don't have a solution, can you think of some ways
you might try to arrive at one?
6. Discuss assessment results with the student.
Materials Needed:
- Math Autobiography
- Goals Sheet
- Cards for Card Sort
- Computation Sheet
- Word Problems Sheet
- Problem Solving Questions
- Paper /Pencil
- Calculator
It is helpful to know whether a student uses a calculator and,
if so, how he/she uses it. Allowing for optional use of the calculator
or selected problems for calculator use during assessment can
be informative.
Pre- and post- assessment should be designed the same way and
used with the Math Assessment Learning Outcomes Rubric.
Use the portfolio review questions for post-assessment.
Some materials in this assessment as well as the process grew
out of research and practice based on the Equipped for the Future
Standards Framework. The Equipped for the Future Assessment Report:
How Instructors Can support Adult Learners Through Performance-Based
Assessment by Sri Ananda is available at:
http://www.nifl.gov/lincs/collections/eff/eff_standards.html
Also consulted was A Framework for Adult Numeracy Standards: The
Mathematical Skills and Abilities Adults Need to be Equipped
for the Future, available at the same web site.
The SABES series Adventures in Assessment has been another valuable
resource:
http://www.sabes.org/resources/adventures/index.htm
Math Assessment Card Sort
Write the following math topics on 3xS cards and ask the students
to arrange them in order of importance to their learning. Explain
orally or write on the cards definitions of terms which may be
unfamiliar, such as "computation," "symbolic," "graphic."
- whole number computation
- communication (symbolic, graphic, text)
- decimals
- estimation
- statistics and probability
- reasoning
- problem solving
- fractions
- algebra
- geometry
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