In the primary years (typically I teach Kindergarten), I do not give out math tests. Students do quite a bit of hands-on learning, and manipulation of objects through play. This is when they are exploring mathematical concepts, such as 1:1 correspondence, and learning. I still would give students a worksheet, or a whiteboard, where they can show their learning and as something I can collect (whether it is the physical paper or a picture of the whiteboard) as evidence of their learning. When I approach assessment, I’m looking at the understanding of the math concept not their understanding of the language. I’m wanting students to show me their thinking, and how they are able to do it.
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When I begin a math lesson, it typically starts with a whole-group activity where learners are able to explore and begin to build an understanding. Part of this includes speaking with other students, and communicating what they know—but this also allows for students who may not understand to learn from another. They may be using a whiteboard to show me a number (some students show this with a number, with dots, tallies, etc.) or using linking cubes to show me a pattern. By beginning a lesson as a whole-group activity, it gives the teacher time to gauge who is able to begin individual work, or who needs more support from the teacher (and at times I have asked for a thumbs up/thumbs down for students to self-reflect on their learning).
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