The assessment data used to measure student learning in math was a Perimeter and Area pre and post

test on the Math Chapter Unit. The unit was part of the students Go Math Series which includes several fourth grade math lesson benchmarks. The students had their area and perimeter skills put to the test as they measured different shapes in different scenario word problems. They learned how to use perimeter and area the right way in math and used their higher order thinking skills to measure the several lengths needed for the equations. I used one of the 25 multiple-choice question tests from the Unit based on the skills they needed to learn from the chapter. The multiple choice questions included but were not limited to: Oscar is cutting a piece of glass that is 3 feet long on each side. What is the area of the glass? A farmer wants to use 200 feet of fencing for a chicken pen. He wants the width of the pen to be 20 feet. What is the length of the pen? Iris is sewing fringe around the edges of a tablecloth. Each side of the tablecloth is 36 inches long. How many inches of fringe will Iris need? And Charlie put a rectangle sticker on her notebook. The sticker is 1 inch wide and 3 inches long. What area of the notebook does the sticker cover? The Pre-test scores were rather low because the students had no prior instruction on this math Unit and the class average was 33 percent. As you can see from the scores, the students did not do very well but I knew their scores would improve once they received instruction and for not having any prior knowledge, I am glad the students at least received higher scores than zeros. I realized for my instruction, I would need to use all of my teaching strategies and teach every area from my pre test and also from the Go Math Perimeter and Area Unit.

During the Unit instruction, I realized that students really needed extra practice and time learning the content. But, once we practiced more of the examples from the book and scenarios I created myself the students seemed to start understanding the topic more and more as the days went on. This lesson took much longer than I had planned for but, I understand that this was necessary in order for the students to comprehend the content so we could move forward to other math lessons. Then came the day of the post test, and the students used what I had taught them from the Unit and worked really hard to score higher than the pre-test. These scores were different from the other curriculum assessments I gave because not every student received a better score on their post test, in fact five students received lower scores. The rest of the students scored higher on the post test and were proud of their accomplishment. I believe this assessment data shows a serious impact on student learning from my instruction. This shows that the majority of the class understood but, some students needed even more time working with the content. I understand that students may know the information but cannot get it down on the test but, I know each student tried their best. There are few different improvements I would use with this fourth grade class; as whole group I would share with them my experiences with testing and some strategies I used that helped me be a little less nervous when taking assessments. I would use surveys and KWL charts to further investigate the students trouble areas so that they may be successful in the future. I would create more informal assessments such as games in order for students to receive more practice with the math Unit. I think the rest of the students post test scores were accurate for the instruction and the time we had on the Unit because they showed great gains from the pre- to post test. I only wish every student could have improved their scores but this assignment has showed me many opportunities to really assess students in order for them to be successful. The

class average after the post test was given was 45%, which in fact shows improvement as a whole on student learning.