## Summary

When I started on this assessment project I tried to think of something that would work in my current position in the gym and was having a difficult time with that. Then in speaking with a co-worker about the project she said that I could work with her students. We then discussed several different possible topics and settled on review of multiplication and division that she could do with her fourth grade students as they prepare for the Standards Based Assessment (SBA) tests the first week of April. At this point I began searching online for assessment that has been used with fourth grade students, looked through our district fourth grade teachers manual. I also looked at local standards, state standards and GLEs that assessment problems could be aligned to.

I found an assessment that I liked and then created my own based on the format of the assessment. I wrote four word problems using information from the Iditarod and titled it

The last two problems were division problems where the students needed do divide the number of days into the total distance of 998 miles. The students could not determine what numbers to use and how to divide if they did find them. Many guessed at this point in the quiz. After reviewing the assessments I realized that they were having all of the difficulties and wanted to know what they were capable of doing, so I then revised the assessment to where they had to solve problems given. There was more success on multiplication than previously, but division was still very difficult. The classroom teacher and I spoke about this and I found that the class has done very little division to this point, which changed the way I thought about this assessment.

The next couple weeks I met regularly with the classroom teacher to go over the daily assignments that the class was doing, looking at progress or trouble areas. The multiplication seemed to be going well, the students appeared to be gaining a grasp on what they were doing. Growth was seen in many of the students during this time. Division was not touched on much in the class and I noticed continued difficulties in this area.

This assessment project was completed in a classroom of 25 fourth grade students’ 16 girls and 9 boys. Two students are on IEPs for learning disabilities, one student did not participate in the assessment, and one student left part way through to go to the Philippines. The classroom teacher conducted the lessons. She worked full class having students highlight and circle key words and phrases as they previewed the page.

Pre-assess – This assessment proved to be difficult for the majority of the class to convert word problems to numerical problems. Taking this into consideration I re-wrote the test using only numbers. A few more students were able to complete the problems.

Multiplication Timings – Students were given 5-minutes to complete the multiplication problems. Four quizzes were created with the exact same problems arranged differently. The problems were one-digit by one-digit and one-digit by two-digit numbers 0-12. There were 60 problems on the page. The majority of the students were able to complete the majority of the problems in the five minutes.

Division Timings – Students were given ten minutes by the classroom teacher to complete the 17 problems. The problems were a combination of two-digit divided by one-digit, word problems, and three-digit divided by one-digit problems. Some of the problems were the same as the ones on the assessment. Division was more difficult for the students. The class only completed two of the division timings.

Workpages – The classroom teacher worked with students teaching the lessons in multiplication from the Saxton math textbook. Students then completed the accompanying multiplication worksheet. The classroom teacher would preview the assignment with the class having them highlight and circle key words and numbers. After the lesson the students would complete their workpages.

Activities – The class had access to online multiplication and division games (http://www.mrstruittspage.org/multiplication--division.html) that the classroom teacher assigned to them. Some of them as classwork and some as homework, in class students used the iPads that did not work properly with all of the games due to limitations on the iPads. The students noted in their journals problems with some of the games.

The class also used games in class that involved multiplication to solve. Several of the games were selected from

The schedule was for the class to spend six days working on multiplication, two days working multiplication and division, three days on division and two more reviewing multiplication and division skills. The classroom teacher only spent one day on division practice due to some unforeseen school activities that took place.

Post-Assessment – More students were able to complete the multiplication problems after practice time though the unit. Division continued to be difficult for the students. The class was given a post assessment of word problems and numerical problems. Success on multiplication problems was almost equal between the two tests. Students did slightly better on division problems that were written numerically.

When getting closer to time to administer the post-test I wanted to re-do the test because I had noticed that the students were struggling and had decided that I created the test for older students. I decided to go on and administer the original post-test which was the same as the pre-test and the results showed what I expected that it was too difficult for them. This got me thinking about what the results would be if fifth or sixth grade students took the test, so I administered it to one fifth grade and one sixth grade class. The results that I received from this showed that the fifth graders could most likely complete the assessment, but some of it was still difficult for them, more sixth grade students were able to have success on the assessment. This showed me that I was able to write the test for sixth grade level students even though I tried to write for fourth grade. This comes from several years teaching sixth grade I wrote the test at the level I was familiar with instead of making it appropriate for fourth grade. After this I then revised the assessment and asked the classroom teacher if I could administer it to her class.

When I went in to administer the assessment I talked with her students and let them know that the test still looked very much the same but that the problems had been re-written to be more at their ability level. After this assessment was given I feel that the assessment with the revisions made will be beneficial to fourth grade students as they review their multiplication and division skills. The way that the assessment is currently written it will work with sixth grade students and possibly high-level fifth grade students as they review their multiplication and division skills. I was able to look at the original data results and realize that adjustments needed to be made, that the students had difficulties with converting word problems to numbers. Division did continue to be difficult for students, but there was more success with the revised test. More time in class working on division would benefit the students as they learn the skills.

My evaluation of the assessment I created is that it was too difficult for the fourth grade students. The level of difficulty was more at the sixth grade level. To check my assumption I administered the test to a class of fifth grade students where half of them were able to solve the word problems. I also administered it to a class of sixth grade students where the majority of them were able to complete the problems. One common denominator was that division from word problems was more difficult for all students. I re-wrote the test with more fourth grade appropriate problems and went into the classroom to administer the test to them. The success rate with this assessment was much higher than the original. If I were to present this to a fourth grade classroom in the future I would use the revised test. Along with the assessment revision I would also revise the division worksheet to reflect the new assessment.

I found an assessment that I liked and then created my own based on the format of the assessment. I wrote four word problems using information from the Iditarod and titled it

*Angie the Musher.*The first problem that I created was a multiplication problem that involved some subtraction to find the number that they needed to multiply by four. I found that some of them had a difficult time with this concept or could not figure that four was the number that they needed to multiply by. The second problem they had to decipher from the information they were given to determine that there were 19 checkpoints and sixty pounds of food and gear. Some could determine this, but then could not multiply the 19 X 60. This was a difficult process for them.The last two problems were division problems where the students needed do divide the number of days into the total distance of 998 miles. The students could not determine what numbers to use and how to divide if they did find them. Many guessed at this point in the quiz. After reviewing the assessments I realized that they were having all of the difficulties and wanted to know what they were capable of doing, so I then revised the assessment to where they had to solve problems given. There was more success on multiplication than previously, but division was still very difficult. The classroom teacher and I spoke about this and I found that the class has done very little division to this point, which changed the way I thought about this assessment.

The next couple weeks I met regularly with the classroom teacher to go over the daily assignments that the class was doing, looking at progress or trouble areas. The multiplication seemed to be going well, the students appeared to be gaining a grasp on what they were doing. Growth was seen in many of the students during this time. Division was not touched on much in the class and I noticed continued difficulties in this area.

This assessment project was completed in a classroom of 25 fourth grade students’ 16 girls and 9 boys. Two students are on IEPs for learning disabilities, one student did not participate in the assessment, and one student left part way through to go to the Philippines. The classroom teacher conducted the lessons. She worked full class having students highlight and circle key words and phrases as they previewed the page.

Pre-assess – This assessment proved to be difficult for the majority of the class to convert word problems to numerical problems. Taking this into consideration I re-wrote the test using only numbers. A few more students were able to complete the problems.

Multiplication Timings – Students were given 5-minutes to complete the multiplication problems. Four quizzes were created with the exact same problems arranged differently. The problems were one-digit by one-digit and one-digit by two-digit numbers 0-12. There were 60 problems on the page. The majority of the students were able to complete the majority of the problems in the five minutes.

Division Timings – Students were given ten minutes by the classroom teacher to complete the 17 problems. The problems were a combination of two-digit divided by one-digit, word problems, and three-digit divided by one-digit problems. Some of the problems were the same as the ones on the assessment. Division was more difficult for the students. The class only completed two of the division timings.

Workpages – The classroom teacher worked with students teaching the lessons in multiplication from the Saxton math textbook. Students then completed the accompanying multiplication worksheet. The classroom teacher would preview the assignment with the class having them highlight and circle key words and numbers. After the lesson the students would complete their workpages.

Activities – The class had access to online multiplication and division games (http://www.mrstruittspage.org/multiplication--division.html) that the classroom teacher assigned to them. Some of them as classwork and some as homework, in class students used the iPads that did not work properly with all of the games due to limitations on the iPads. The students noted in their journals problems with some of the games.

The class also used games in class that involved multiplication to solve. Several of the games were selected from

*All Hands on Deck*. The students used cards and dice to play various math games. They also created foldables an activity that the classroom teacher had in her files that had math problems on them that they worked with partners to solve.The schedule was for the class to spend six days working on multiplication, two days working multiplication and division, three days on division and two more reviewing multiplication and division skills. The classroom teacher only spent one day on division practice due to some unforeseen school activities that took place.

Post-Assessment – More students were able to complete the multiplication problems after practice time though the unit. Division continued to be difficult for the students. The class was given a post assessment of word problems and numerical problems. Success on multiplication problems was almost equal between the two tests. Students did slightly better on division problems that were written numerically.

When getting closer to time to administer the post-test I wanted to re-do the test because I had noticed that the students were struggling and had decided that I created the test for older students. I decided to go on and administer the original post-test which was the same as the pre-test and the results showed what I expected that it was too difficult for them. This got me thinking about what the results would be if fifth or sixth grade students took the test, so I administered it to one fifth grade and one sixth grade class. The results that I received from this showed that the fifth graders could most likely complete the assessment, but some of it was still difficult for them, more sixth grade students were able to have success on the assessment. This showed me that I was able to write the test for sixth grade level students even though I tried to write for fourth grade. This comes from several years teaching sixth grade I wrote the test at the level I was familiar with instead of making it appropriate for fourth grade. After this I then revised the assessment and asked the classroom teacher if I could administer it to her class.

When I went in to administer the assessment I talked with her students and let them know that the test still looked very much the same but that the problems had been re-written to be more at their ability level. After this assessment was given I feel that the assessment with the revisions made will be beneficial to fourth grade students as they review their multiplication and division skills. The way that the assessment is currently written it will work with sixth grade students and possibly high-level fifth grade students as they review their multiplication and division skills. I was able to look at the original data results and realize that adjustments needed to be made, that the students had difficulties with converting word problems to numbers. Division did continue to be difficult for students, but there was more success with the revised test. More time in class working on division would benefit the students as they learn the skills.

My evaluation of the assessment I created is that it was too difficult for the fourth grade students. The level of difficulty was more at the sixth grade level. To check my assumption I administered the test to a class of fifth grade students where half of them were able to solve the word problems. I also administered it to a class of sixth grade students where the majority of them were able to complete the problems. One common denominator was that division from word problems was more difficult for all students. I re-wrote the test with more fourth grade appropriate problems and went into the classroom to administer the test to them. The success rate with this assessment was much higher than the original. If I were to present this to a fourth grade classroom in the future I would use the revised test. Along with the assessment revision I would also revise the division worksheet to reflect the new assessment.