Module 5, Unit 4, Activity 2: Designing Differentiated Assessments

MATH TEST TO ASSESS STUDENTS IN 11^TH GRADE

 To assess students in my Math class, I will be applying this 5-question test.

ELL STUDENTS: MIGUEL CASTRO

Miguel is an ELL student, he is a native Spanish speaker and his family moved to USA from Mexico a few years ago. Miguel approached grade level English in his first  STAAR test (in the 52th percentile) and his performance slightly diminished for the second English test (49^th percentile). This is shown in his STAAR (State of Texas Assessment of Academic Readiness) Results and tells us that Miguel has a good understanding of English, but is not fluent yet and struggles to express himself in this language. However, his STAAR results also show that he excels in Mathematics, preforming with masters grade level (in the 100^th percentile).

 

Since student performance on mathematics assessments is least affected by language demands compared to other content area assessments, the potential for ELL students to perform at their true level of content knowledge on assessments provides teachers a unique window of opportunity for effective instruction. That is, ELL students have the greatest potential to reach higher achievement levels in mathematics over other subject areas, and this is what we can see in Miguel’s case.

Guidance from the National Council on Teachers of Mathematics states that every student should have equitable opportunities to learn and that ELL students “should receive mathematics instruction in their first language as they work to acquire English proficiency” (Regalado, 2007). Therefore, for this test, students will be allowed to use a dictionary or translation app, and if they struggle a lot, I will give translated copy of the test.

I know that Miguel tends to get very nervous during tests, and since he won’t be allowed extra time to complete the test, I will provide a translated version of the exam in case he struggles a lot with the English version and a dictionary is not enough help for him.

This test focuses entirely in the math ability of the student, and responses that require writing ideas in English are not necessary for this test. Miguel will only need assistance to translate the questions.

 Modified test for Miguel, click here.

STUDENTS WITH SPECIAL NEEDS: JAIMINHO - ADHD

Jaiminho has been diagnosed with ADHD and has trouble concentrating in class. His STAAR results show that his reading level met the average (60^th percentile) in the first English test, but his performance decreased by the second English test (36^th percentile), not meeting grade level. His performance in math doesn’t meet grade level either (3^rd percentile).

 
Special attention must given to Jaiminho and he should be given some accommodations while taking tests as well. Many students with attention deficit hyperactivity disorder (ADHD) have math learning disabilities, due to the multiple processes and brain functions needed to solve math problems. Some math difficulties are specifically related to ADHD — inattention, organization, working memory, self-monitoring (Rief, 2010).

I will employ the following math accommodations to support Jaiminho:

1. Allow extra time on tests so that students are not rushed. Jaiminho will be allowed more time on the test.

2. List the steps/procedures for multi-step problems and algorithms. The way I phrase the questions will state clearly the steps that one has to follow to solve a particular problem.

3. Keep sample math problems on a notebook that Jaiminho can have access to  for reference.

4. Use individual dry-erase boards. Jaiminho will have one of this during the test so he can compute one step of a problem at a time and write down as much as he needs.

7. Reduce the number of problems that you assign. Assigning 10 problems written neatly, with work shown — rather than a full page of problems — is enough to assess your students’ understanding. This particular test is short, only 5 questions, so the number of questions will remain the same for Jaiminho.

8. Multiple choice answers. To help Jaiminho focus, he will have multiple choice answers in all the questions of the test, whereas the rest of the students will have this option only in some questions.

 Modified test for Jaiminho, click here.

REFERENCES

Rief, S. (2010). The Math Teacher’s Guide to Helping Struggling Students. Retrieved July, 2018 from: https://www.additudemag.com/math-accommodations-for-children-with-adhd-or-dyscalculia/

Regalado, E. (2007). Assessing english language learners: a case study of practices used by secondary mathematics teachers. Retrieved July, 2018 from: https://digital.library.txstate.edu/bitstream/handle/10877/3416/fulltext.pdf