Formative assessment techniques and communicating expectations

For the purposes of this discussion I am examining the MA curriculum frameworks for Math at the 1st grade level. This is not a content area in which I am currently employed but coming from my background, it seems necessary to attempt to gain a broadened view on educators and the various requirements based on their students as well as themselves. I have always drawn parallels between math and music, however the emphasis that Massachusetts places on one versus the other certainly leads to different techniques and ideas towards fostering motivation and assessment.

Observation is a seemingly obvious but necessary tool for formative assessment. If you notice a student not at all participating in counting games or not after a certain point, you may need or want to note such observations and allocate time to this student and/or make necessary connections with their parent(s)/guardian(s). Obviously at this early stage it is paramount to identify any possible shortcomings in the existing knowledge base. Students are expected to count to 100 by the end of kindergarten. Understanding place value is part of the standard for 1st grade. If students have difficulty with simple counting, then it will likely present them with greater difficulty understanding how to count “in 2’s” (2, 4, 6, 8, etc) how to refer to 90 as “9 tens” and later will experience greater confusion attempting addition and subtraction using place value “common core” processes.

Again, using observation, and basing an exercise on the kindergarten standards, allow students time to create new shapes with existing shapes. Students are to show basic mastery of geometric shapes and are to have begun making connections between the geometric shapes and items in the real world. This is an opportunity for students to “play” with what they have learned. If there is adequate space, have students arrange themselves by laying on the floor to form equilateral shapes. Three students could make a triangle, four, a square, and so on.

A common exercise for a kindergarten summative assessment is to use sticks, clay, and/or blocks to build a basic model of a structure that exists in real life. Many first grade students would be comfortable with such an exercise and therefore, more likely to display the breadth of their understanding of the concept. From there, the exercise can be extended into questions leading towards composition of 2 dimensional or three dimensional shapes or partitioning of existing shapes, i.e. halving and quartering existing shapes.

Students entering grade 1 are expected to be able to communicate informal observations regarding differences between similar and dissimilar geometric shapes. Recognizing the differences in size between various circles is a skill you would want to see before moving into working with money, which another skill that a student should display during or by the end of 1st grade. Students must be able to identify the relationship between the various sizes of coins before they can identify the values and the relationship between the values of the different coins i.e. a penny is worth one cent, a dime is smaller and silver but is worth 10 cents which is equal to 10 pennies. Further, a nickel is bigger than a penny, and is worth 5 cents which is 5 pennies. A dime is worth 2 nickels or one nickel and 5 pennies.

At such a young age, fostering motivation and communication of expectations are both simpler but more important, as noted in a 2020 study from a Vanderbilt published article “Motivating Students”. The ability for a teacher to be engaging to such young learners is so crucial at this point in their development. While teachers at the high school level some students will begin to identify with a teacher who may be more collegiate and “cut and dry” but at elementary levels, motivation is a moot point if the students are not actively engaged. Authors Chelsea Yarborough and Heather Fedesco note the following:

• “Become a role model for student interest. Deliver your presentations with energy and enthusiasm. As a display of your motivation, your passion motivates your students. Make the course personal, showing why you are interested in the material.

• Get to know your students. You will be able to better tailor your instruction to the students’ concerns and backgrounds, and your personal interest in them will inspire their personal loyalty to you. Display a strong interest in students’ learning and a faith in their abilities.” (Yarborough & Fedesco, 2020)

It is also important to note that most students experience what Dr. Sherry R. Crow of the University of Nebraska Kearney refers to as the “point-of-passion” around the kindergarten to 3rd grade point in their development. (Crow, 2009)This timespan makes motivation and assessment all the more important. Students will miss out on opportunities if the teacher does not diagnose areas of need through assessment. Students will not be as likely to be motivated if they are falling behind at such an early age.

References

Yarborough, C. B., & Fedesco, H. N. (2020). Motivating students. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu//cft/guides-sub-pages/motivating-students/.

Crow. S. R. (2009). Relationships that foster intrinsic motivation for information seeking. School Libraries Worlwide. http://selfdeterminationtheory.org/SDT/documents/2009_Crow_RelationshipsThatFosterIM.pdf