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Pre-Assessment Instrument for Geometry

The document discusses a pre-assessment instrument for a 4th grade geometry unit. It includes 3 discussion responses that describe how the assessment aligns with curriculum standards and objectives, how each question measures a specific objective, and why the pre-assessment is appropriate for 4th grade students. The pre-assessment requires students to draw and classify geometric shapes and identify lines of symmetry to measure their understanding of key 4th grade geometry concepts.

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Copyright
© © All Rights Reserved
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Topics covered

  • Curriculum Alignment,
  • Measurement Standards,
  • Instructional Assessment,
  • Educational Rubric,
  • Student Understanding,
  • Two-Dimensional Figures,
  • Visual Aids,
  • Geometric Terms,
  • Performance Objectives,
  • Visual Learning
119 views3 pages

Pre-Assessment Instrument for Geometry

The document discusses a pre-assessment instrument for a 4th grade geometry unit. It includes 3 discussion responses that describe how the assessment aligns with curriculum standards and objectives, how each question measures a specific objective, and why the pre-assessment is appropriate for 4th grade students. The pre-assessment requires students to draw and classify geometric shapes and identify lines of symmetry to measure their understanding of key 4th grade geometry concepts.

Uploaded by

api-456205589
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Topics covered

  • Curriculum Alignment,
  • Measurement Standards,
  • Instructional Assessment,
  • Educational Rubric,
  • Student Understanding,
  • Two-Dimensional Figures,
  • Visual Aids,
  • Geometric Terms,
  • Performance Objectives,
  • Visual Learning

Part

II(a): Pre-Assessment Instrument and Reflection

Instructions:
Respond to each discussion prompt below. Each response must be fully developed and adhere
to the writing conventions and criteria as indicated on the rubric. (12 font/double-spaced)

Upload the final, edited Pre-Assessment Discussion along with the Pre-Assessment Instrument
in the assignment link: Part II(a): Pre-Assessment Instrument and Discussion

Your Evaluator will provide feedback within BbLearn. You will also receive an auto-email from
Qualtrics with the results (points only) of the evaluation. You must earn a minimum score of
“6” to administer the assessment instrument (give it to the students).

* * * * *

1) Discuss the connection between the selection of the standards and objectives for the
CWS as it relates to the class curriculum plan. *Include unit standards and measurable
objectives.

The selection of the standards and objectives meets the class curriculum plan because at the

time I will be teaching this unit, the students will be preparing for AZ Merit test. The geometry

standards can be taught in a weekly unit. Students can be introduced to geometric terms, interact

with manipulatives, create visuals to learn content, and perform an assessment in the time frame

I will have to teach a three to five lesson unit.

This unit addresses: AZ Standards – Mathematics, Geometry.

4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse),
and perpendicular and parallel lines. Identify these in two-
dimensional figures.

4.G.A.2 Classify two-dimensional figures based on the presence or absence of


parallel or perpendicular lines, or the presence or absence of angles of
a specified size (e.g., understand right triangles as a category, and
identify right triangles).

4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line


across the figure such that the figure can be folded along the line into
matching parts. Identify line-symmetric figures and draw lines of
symmetry.

The related learning objectives for the unit are:


Part II(a): Pre-Assessment Instrument and Reflection

The students will be able to:

Draw a representation of the geometry terms.


Classify two-dimensional figures
Recognize a line of symmetry for a two-dimensional figure

The assessment tool has thirteen questions which align to the objectives:
questions #1, 2, 3, 4, 5, 6, 7, 8, and 9 measure objective 1
question #10 measures objective 2
questions #11, 12, and 13 measures objective 3.
question #5 measures objective 4.

2) Discuss how the pre-assessment you created, selected, and/or adapted is aligned to the
targeted objectives.

The pre-assessment I have created is aligned to the targeted objectives by requiring students

to draw or identify each geometric shape or angle in each question. On the assessment, questions

one through nine have students draw each line, angle, or shape stated in the objective. Student

understanding will be clear because those questions do not offer multiple choice, so the

opportunity for students to get the correct answer by guessing is decreased. Question ten shows

three triangles, and the student must circle the image that fits the category asked in the question.

This is the only multiple-choice question on the test, but it requires students to classify a shape

into the correct category. Because objective two doesn’t state that students must draw or define

the shape, question nine aligns to the objective. The last three questions require students to draw

a line of symmetry. The objective states that students should be able to recognize a line of

symmetry for a two-dimensional figure as a line across the figure such that the figure can be

folded along the line into matching parts. Since the test does not allow for students to physically

fold the shapes, the assessment requires them to draw in order to meet the objective. Each

question on the pre-assessment has been created to meet a performance objective. The questions

were created so that performance objectives could be met on a paper and pencil assessment.


Part II(a): Pre-Assessment Instrument and Reflection

3) Describe why the pre-assessment process you chose was appropriate for the targeted
students (e.g., the grade level of your students, the difficulty of your chosen assessment
for your students).

The pre-assessment is appropriate for the targeted students because it is limited only to

student understanding of geometry at a fourth grade level. The directions on the assessment

are short and direct. Students will not be confused of the expectations on each question. The

number of multiple-choice questions has been limited, requiring students to illustrate each

geometric shape required to show understanding. Students at high and low academic levels in

other areas will be able to perform each question on the assessment based off only their

understanding of geometry terms. The test does not use visuals in order to make the difficulty

more appropriate for a fourth grade level. Students will need to know the vocabulary, and be

able to draw the term accurately.

Common questions

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A pre-assessment serves as a teaching tool by actively engaging students in learning tasks that can inform instruction, revealing common misconceptions or areas requiring further emphasis. Concurrently, it acts as a diagnostic instrument by assessing baseline knowledge and skills before new instruction begins, which can guide educators in tailoring their teaching strategies to meet students' specific needs .

A pre-assessment that limits multiple-choice questions enhances student understanding of geometry by requiring active engagement. By asking students to draw or identify geometric figures, the questions demand a demonstration of knowledge rather than passive recognition, reducing the chances of guessing correctly . This approach ensures a more accurate assessment of student skills and understanding .

Including performance objectives in the design of pre-assessment instruments clarifies the expected outcomes and ensures that each assessment task explicitly measures the intended skills. This can guide both instruction and assessment, providing a structured way to assess learning and inform teaching strategies .

Open-ended questions in a geometry pre-assessment decrease opportunities for guessing by requiring written or drawn responses that demonstrate specific knowledge or skills, such as drawing a line of symmetry or identifying a geometric figure. Without the option to select from provided answers, students must rely on their understanding and ability to accurately depict concepts .

Aligning pre-assessment questions with measurable objectives ensures that each question accurately reflects the skills and knowledge goals of the instruction. This alignment allows educators to evaluate whether students can demonstrate the specific skills outlined in the objectives, thereby providing a clear basis for assessment validity and reliability .

The pre-assessment aligns with objectives related to recognizing lines of symmetry by requiring students to draw lines of symmetry in two-dimensional figures. This task meets the objective of recognizing lines across figures that can create matching parts when folded, despite the assessment not allowing for physical folding. This alignment is crucial for achieving the learning target .

Short and direct directions in a pre-assessment benefit fourth graders by minimizing confusion and ensuring that students clearly understand what is expected of them. This clarity helps to focus students on the tasks without overwhelming them, which is particularly important at this developmental stage .

Selecting appropriate standards and objectives in a curriculum plan, such as those related to geometry in the AZ Standards - Mathematics, ensures that instruction is aligned with what students will be tested on in the AZ Merit test. By focusing on drawing and identifying geometric figures and understanding lines of symmetry, the curriculum directly supports preparation for standardized testing, where such skills are assessed .

The pre-assessment adheres to the writing conventions and criteria indicated on the rubric by structuring questions to align with performance objectives. The design ensures that questions are concise, relevant, and directly measure the targeted skills, offering clear criteria for student responses .

A paper and pencil format suits the pre-assessment of fourth-grade geometry concepts as it directly correlates with the skills being tested, such as drawing and identifying shapes, lines, and angles. This format aligns with the performance objectives and allows students to demonstrate their knowledge without relying on digital tools or visual aids, which supports the developmental level of fourth graders .

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