Informal Assessment 1. 2. 3.

Student: an 8th grader who has other health impairment in a resource setting

Mallory Nasatir

Skill: Memorization of Multiplication Facts

Summary of what is already known: The student is in a math class and not knowing multiplication facts is slowing her down and making her answers less accurate. She has an IEP goal for memorizing multiplication facts and will be working on that during resource by use of flash cards.

4.

Questions Why Source To understand better what I am Ask teacher to see IEP working to accomplish and what is coming next

What What are her IEP goals and objectives?

Answer: Current objective I am working on: using multiplication flashcards, master 90% of facts counting a fact as correct if says correct answer within five seconds Next objective: master 80% of facts while doing current math problems

What Why Source Has she worked on this IEP goal be- To know whether or not she has re- Ask resource teacher fore? cently tried to master this

Answer: No

What What level math is she currently in?

Why Source To understand what she will be us- Ask resource teacher ing this goal for

Answer: Algebra double blocked

5. Data collection What Why What facts does she already know? To evaluate what knowledge she currently has

Source Flash card evaluation

Procedures: 1. Use flashcards for the first 6 facts of the 0-12 multiplication facts ( 0x0-0x6, 1x0-1x6, etc. ) 2. Shuffle the cards into a random order 3. Present one flash card at a time 4. Make two piles as going through cards- one for correct answers and one for incorrect answers 5. For each flash card, count to five seconds 6. If she gets the answer in five seconds, count that card as correct 7. If she does not get the answer in five seconds, tell her the answer and move on to the next card 8. After going through all of the cards, record the correct and incorrect answers on the data collection sheet by putting a plus sign next to the facts that are in the correct flashcard pile and a minus sign next to the facts that are in the incorrect flashcard pile 9. Repeat steps 1-7 for three days 10. To record data on the second and third day: -If there is a plus in the column for the day before and the student gets the fact correct, put a plus in the next column -If there is a plus in the column for the day before and the student gets the fact incorrect, erase the previous pluses and start over with a minus in the first day -If there is a minus in the column for the day before and the student gets the fact correct, start at the first day and put a plus in the first day -If there is a minus in the column for the day before and the student gets the fact incorrect, put another minus in the next day 11. At the end of three days, the facts that have three pluses for the three days are considered mastered and then it will be known which facts specifically the student still needs to work on

Results: 1st time: 64 facts, 12 errors

6.

Summary: I have done two informal assessments of where she is now, and I will continue to work with her on mathematics facts until she meets her IEP goals. The first time I performed this assessment she was given 64 facts and had 12 errors. The second time I planned to do this assessment, the student was absent. After the first three times, I will have an idea of what facts she knows. Any facts she gets correct all three days will be considered mastered. After that, I will be ready to start my instructional program.

7.

Objective: During the resource period, she will go over flashcards for multiplication facts for 0-12 once each with 90% accuracy for three consecutive days

8.

Rationale: This is important because she is getting more complicated problems incorrect because she is not getting multiplication facts correct. This is also important because she is solving problems more slowly because she is working out multiplication facts as well as thinking about the more complicated parts of the problem. Although we are first working on fact memorization separate from her work in math class, her next objective after this objective is accomplished is to get multiplication facts accurate while doing more complicated problems.