Alternative Assessment: Math Observation, Interview, and Survey

This document provides a comprehensive Grade 5 mathematics alternative assessment. It encompasses various components designed to evaluate student understanding and performance. The assessment includes an observation checklist to assess student behavior and participation in class, focusing on aspects like attention, respect, and cooperation. A second observation form evaluates student achievement in place value concepts, covering topics such as identifying place values, modeling numbers, performing operations, and comparing numbers. Additionally, a self-assessment checklist allows students to reflect on their own behaviors and work habits. An interview section presents a series of math problems involving skip counting, number patterns, and problem-solving, providing insights into students' thinking processes. Finally, a survey gathers student perspectives on their attitudes towards mathematics, their learning preferences, and their confidence levels. The assessment offers a multifaceted approach to evaluating student progress and understanding in key mathematical concepts.

Running head: ALTERNATIVE ASSESSMENT 1
Alternative Assessment
Mezyana Mohammed Al Hajri 014145
Fatima Ail 002628
Mariam Bader 015057
303

ALTERNATIVE ASSESSMENT 2
Observation checklist
Pair
Mezyana & Fatima A and Mariam

ALTERNATIVE ASSESSMENT 3
Observation Form (checklist) for students’ behavior.
Name_____________________ Section ______________________Date___________________
Behaviors Always Often Usually Rare Never
1) Student pays attention to the
lesson.
2) Student participates in the
lesson.
3) Student shows respect to
colleagues and the teachers. Ex.
Student don’t try to make fun of
the classmates.
4) Student offers help/ when asked
to help classmates.
5) Student talks with classmates
during the lesson.
6) Student asks question if he /she
doesn’t understand.
7) Student shares ideas with
friends.
8) Student follows the instructions
in the classroom.
9) Student comes back to the
classroom on time after the
break and between periods.
10) Student has self-control toward
critical situations.
Comments:
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………….
Teacher sign:

ALTERNATIVE ASSESSMENT 4
Observation Form (checklist) for students’ achievements (Place value)
Name_____________________ grade: 5 ______________________Date …………..
Standers Mastered Developing Emerging Not yet.
1. Student is able to identify the
place value of three digits.
2. Student is able to identify the
place value of four digits.
3. Student is able to model the place
value of three digits.
4. Student is able to model the place
value of four digits.
5. Student is able subtract two
numbers which have four place
values.
6. Student is able add two numbers
which have four place values.
7. Student is able to write place
value of numbers in words.
8. Student is able to compare two
numbers of four digits.
9. Student is able to arrange the
numbers of four digits in
ascending and descending order.
10. Student is able to round up to four
digits to the nearest ten, hundred or a
thousand by using a number line.
Comments:
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………….
Teacher sign:

ALTERNATIVE ASSESSMENT 5
Self-assessment
Pair
Mezyana & Fatima A and Mariam

ALTERNATIVE ASSESSMENT 6
Self – Monitoring Checklist for students.
My Name is ……. Section: Date:
1 100% always
2 50% often
3 0% never
Rating Standers
3 2 1 I do most of my homework.
3 2 1 I talk during the lesson.
3 2 1 I move from my deck during the lesson.
3 2 1 I come on time after the break and between the periods.
3 2 1 I respect my classmates.
3 2 1 I respect my teachers.
3 2 1 I clean my deck after working.
3 2 1 I work with others when in need.
3 2 1 I help my classmates if they ask.
3 2 1 I don’t eat in the classroom.
3 2 1 I say thank you.
3 2 1 I raise my hand when I want to participate.
3 2 1 I control myself.
3 2 1 I pay attention to teachers during the lessons.
3 2 1 I share my ideas with peers.
Comments: …
Sign:

ALTERNATIVE ASSESSMENT 7
Interview
Pair
Mezyana & Fatima A and Mariam

ALTERNATIVE ASSESSMENT 8
T: Now we have to answer these questions. We would start with the first one. Read the question and
this is a pencil to write down your answer.
S: Ummm…!! Fill in the blank.
T: Do you understand what to do?
S: (Long pause), 1, 2, 3, I will count?
T: Yes, follow the pattern.
S: (Filling the blanks (she is writing)) one, two, three, four, five……………..twenty
T: How did you do this?
S: Every time I put the missing number between the two numbers.
T: How did you figure out this pattern?
S: I count in my mind.
T: Correct, this is skip counting by 1s.
T: Now we will move to the next card. Read the question.
S: Every time jump by 4s starting from1, by using cube and time table chart.
T: This is the cube.
S: So do I have to jump by 4 start from number 1?
T: Yes and show me by using the cube.
S: (Hold the cube and start by 1 skipping 4 and counting, then she stopped at 4 and said: 4…... 8 ….12 …
16 ….18, until she stopped at 40.
T: Stop (politely)! Now tell what did you do?
S: I put the cube at 1 and then I count 4 in my head so I reached to 4 then I moved the cube to the 4.
T: Great!
T: This is the third card.
T: Now! You get the next card. Read and look at the question and tell me what you have to do?
S: Ohhhh, so I write the numbers in the line.
T: All the numbers?
S: Yes

ALTERNATIVE ASSESSMENT 9
T: Look! Why the numbers between 0 and 3 are not written.
S: So I don’t write all the numbers only the in missing boxes.
T: Yes this is what said in the question.
S: Okay, (student hold the pencil and started from 0 counting on the number line) 0, 1, 2, 3, (then she
continue) 4, 5, 6, so I write in this box 6
T: Yes, so now complete the other boxes. (After a while).
S: Haa! I finished.
T: Well, tell how you wrote the numbers in the boxes.
S: Here in the beginning of the number line I saw that from 0 to 3 I jumped 3 steps. I did the same with
others boxes.
T: Awesome!! Okay I think this will be easy for you as well. Read the question.
T: What is the relationship between these numbers Show me, by drawing.
S: (Long pause)
T: Okay, here you have 20, 40, 60, and 80 so what did you notice between these numbers starting from
20.
S: Every time they increase (short pause)
T: Increase by???
S: 20, between 20 and 40 is 20 and the same between 40 and 60.
T: Okay, but you have to show me now how this is happened? Draw
S: I will draw a jump from 20 to 40 and I will write +20 and the same with the rest.
T: Excellent!!
T: Now we move to the next card. Take it. Read the question.
S: Order the cards.
T: Okay, what is requested to do?
S: (Student looking at the question) I put these small cards in the line.
T: Yes, but what is said on the line?
S: Small here and bigger there (looked at the teacher for a while)
T: So what is that means?
S: I order the numbers in the cards and I put them in the line from the smaller to the bigger.
T: Show me!!

ALTERNATIVE ASSESSMENT
10
S: (Student start working putting the cards on the line).
S: (First he put 50, 100, 150, 250, 200, and 300 and he looked at the teacher and said: I finished.
T: Okay, let’s look at your order 50, 100, 150, (the teacher pause here) 250 did you notice something
here.
S: (Short Pause) Ohhh! I should switch between 200 and 250.
T: Great you have noticed your mistake.
T: This is the next question. Read the question and I think you need the pencil.
S: What is the relationship between these numbers? Show me your drawing.
T: You had a similar question to this.
S: Yes I remember.
T: So what you have to do?
S: I have to know how much between these numbers.
T: Go head.
S: So here I start from the right to the left.
T: No!!! We always start from the left to the right.
S: (Student using her fingers and whispering).
S: So every time we take 5 between each number.
T: Okay, show me. But what does take 5 means?
S: Minus 5
T: Continue….
S: (Student draw a carve between 35 and 30 and write -5, after a while)
S: I finished!!
T: Do you think your answer is correct? And why
S: yes, because every time we take 5.
T: Well done!
Cat:
T: Please read and answer this question in the piece of paper.
S: (Try to read word by word) I do not understand! Can you explain it to me?
T: My cats like to eat fish……... everyday. He eats……….in 3days?

ALTERNATIVE ASSESSMENT
11
S: (Writing hint while the teacher reads) so that means cat eats 5 fishes every day and the question
needs to be how many fishes the cat will eat in three days?
T: that’s right!
S: (Counting by fingers) I will add 5 three times so 5+5+5 = 15
T: Smart thinking! So also you skip counting by 5s start from 5 then count until 5 three times.
S: Yes that great!
Follow number:
T: write the following number? As you can see the pattern start from 80
S: Umm, I think it start to count from the biggest number which is 80
T: Yes great, then what should you do?
S: So next to 80 maybe 90? No!! I think I should put a numberless than 80 but how much? Teacher I am
confused can you tell me more information?
T: Ok. Can you see what the different between 60 and 50?
S: The difference between them is 10, Oh great so I can subtract 10 from 80 and it is equal 70
T: Excellent! Keep doing!
S: (Write and counting verbally the numbers) eighty, seventy, sixty, fifty, forty, thirty, twenty, ten
T: You work hard, so this way is skip backward, thank you!
Start from 1:
T: Now, read and answer this question.
S: Yes. It is clear so I can start from 5, 10, 15, 20…. Is it right?
T: Your work is correct but when you write the pattern start from how many jump and that is 5, 10, 15,
Like that until you get 6 jumps.
S: OK! 5, 10, 15, 20, 25, 30, 35
T: Ok that’s fine, you can answer the second part so I can make sure you understand.
S: So this 6 jumps by 3s, I will start from 3?
T: Excellent!
S: (Write and counting verbally), three, six, nine,
T: (Waiting for student until she finishes), your answer is right! You are great in this area.

ALTERNATIVE ASSESSMENT
12
Matching:
T: Look at the pattern in group A and match with group B answers and take your time.
S: (Answer quietly for a long while) this with... And this with….I finished
T :( After she finished), can you tell me how you answered?
S: First, I see the numbers in column A and I see the differences (in Arabic) between them and match
them with column B
T: That’s right, so you notice each numbers in column A can be skip counting forward or backward
S: Yes miss so we have two backward and three forward answers.
T: You are right! Well done! Thank you so much! You worked so hard.

ALTERNATIVE ASSESSMENT
13
Survey
Mariam Bader

ALTERNATIVE ASSESSMENT
14
My name: Survey Grade:
0: strongly disagree 1: disagree 2: I don’t know 3: agree 4: disagree
1. Mathematics is very important
0 1 2 3 4
2. Mathematics is important in life 0 1 2 3 4
3. Mathematics will help me in future 0 1 2 3 4
4. I like to learn math 0 1 2 3 4
5. I find it difficult to learn mathematics 0 1 2 3 4
6. I prefer to learn mathematics through concrete activities 0 1 2 3 4
7. I prefer to learn mathematics by working as a group 0 1 2 3 4
8. I prefer to learn mathematics by working as a group 0 1 2 3 4
9. I feel confident in my ability to solve math question 0 1 2 3 4
10. I feel nervous when I take the math exam 0 1 2 3 4
11. I enjoy the math lesson 0 1 2 3 4
12. I get high marks with math tests 0 1 2 3 4
13. I am interested in the duties of mathematics 0 1 2 3 4
14. Mathematics homework help to understand more 0 1 2 3 4
15. Students must prepare for the lesson 0 1 2 3 4
16. I participate in the math class 0 1 2 3 4
17. I prefer using the calculator 0 1 2 3 4
18. I ask my math teacher when I need help 0 1 2 3 4
19. Math teacher helps me when I need help 0 1 2 3 4
20. I prefer asking for help from my teacher more than my friends 0 1 2 3 4

ALTERNATIVE ASSESSMENT
15
Journal
My name: grade: 3/

ALTERNATIVE ASSESSMENT
16
Use two ways to show these subtraction calculations.
1. 54 – 37 =
2. 81 - 33 =

ALTERNATIVE ASSESSMENT
17
My name: Grade: 4/
What do you do in your day?
Create your timelines