STEP Standard 3 - Assessment and Data Literacy

Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to
determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal
and measurable objectives.
Copy and paste, or insert a picture of the pre-assessment.

0-1-Falls Far Below

2-Approaches
3- Meets
4- Exceeds

Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Exceeds 0
Meets 1

Approaches 4

Falls Far Below 2

Pre-Assessment Analysis: Whole Class

The students struggled most with multiplying and dividing decimals. The students showed that they
were able to use the steps taught in their general education classes to add and subtract decimals
with some calculation mishaps. However, more time should be placed on multiplying and dividing
as well as helping them understand what a word problem is asking so they know the operation to
perform.
Looking at the data, it was clear that the students need more support on word problems and multiplying
and dividing. While the unit calls for intensive work in performing operations with decimals, I would like
to give them added practice on their multiplication and division fluency, as some students did struggle
with this. The purpose of this assessment was to build their confidence, giving them problems with the
same amount of digits, so that they could try to remember to line up the decimals with subtraction.

One area of the assessment that did not get covered was multi digit multiplication. Many of the students
in the Resource room struggle to remember to add 0’s when they multiply 2 + digit multiplication. This is
an area that will need to be refreshed. My plan to refresh different concepts is to have them perform math
without decimals that I think they may need practice in, by either doing a Quizizz with white boards, or
creating an anchor chart as a reference.

I have decided to make the Post Assessment all word problems. The students seem to struggle the most in
this area and much of the unit emphasizes this. Students will have the ability to perform the different
calculations as we work through different word problems. All of the students in my Resource room
missed the word problem. Their calculations were mostly minor when it came to addition and subtraction.
The second reason I want to make this assessment a word problem is because 5 of the students who will
take this post assessment have IEP goals related to solving word problems with the 4 operations. As the
semester comes to close, and time is starting to become limited, I figured this would be the best way to
continue gather data for the students IEP progress, as well as be able to see if they are able to perform the
given unit expectation.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.
Same scoring as the Pre Assessment