KeyMath Testing and Tutoring
In my Remedial Mathematics Methods course taken at Winona State University, I had the opportunity to test a 6th grade student, and format lessons based on the results of her assessment. Standard 1 of the Standards of Effective Practice addresses the subject matter taught to students and how the concepts should be presented in the classroom. Substandard 1E. states that a “teacher must use multiple representations and explanations of subject matter concepts to capture key ideas and link them to students’ prior understandings.” In this unit I analyzed the test results of the student in order to assess where her abilities and understandings ranked in mathematics in relation to her grade. Once this was identified, I had to structure my lessons around the knowledge she already had and use it a basis to build from for her understanding in order to expand her knowledge. This was done through multiple teaching approaches to incorporate various learning opportunities.
As well, this artifact addresses Standard 2 which states, “A teacher must understand how students learn and develop and must provide learning opportunities that support a student’s intellectual, social, and personal development” (Revisor, 2008). The KeyMath tutoring is a valid representation of this standard because I had to use the knowledge and ability my student had as a foundation to build on with the areas of concern. This was done by assessing her skills through analyzing the data of the KeyMath test, and identifying areas of greatest need. From this information, I was able to structure lessons that engaged the student and expected her to take ownership in her own success. To do this I had to relate the material to the students’ experiences in order to receive a positive response in her learning.
Another standard my tutoring reflects is Standard 8 which outlines “a teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student” (Revisor, 2008). When the tutoring session began, the KeyMath test was used to assess the mathematics level my student was at. The assessment identified the areas of success, and problem areas in order to help me format a learning experience tailored to my student’s needs. I used the results as a basis to work from in order to increase the effectiveness of the tutoring. From the data, I can compare the pre and post assessment to see if my teaching strategies were affective in her learning. As well, each session incorporated different means of formal and informal assessment. Through questioning I was able to informally assess the progress being made throughout each lesson.
Furthermore, at the end of the addition lessons, the basic facts were tested and documented. This form would be an example of formal assessment, to chart the student’s progress each session. After each lesson, I would reflect on the experience in order to asses the effectiveness of my lesson format and teaching structure. I evaluated my teaching approach and its effectiveness to the lesson. It helped me modify the next lesson and shape it to better reach the student.
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