Year End Assessment
As summer approaches, it is a good time to take stock of what has been accomplished this past school year. I have a few questions that may aid you in this process.
Some of the questions pertain to the student and others are for you, the instructor. After each question I have added a few comments that I hope will be helpful.
For the Instructor
Are you understanding the concepts of math yourself? Is your understanding increasing as you progress through the levels of Math-U-See?
I am convinced that you are the best person to teach your students. You know how to speak their language. If I can help you learn math through the DVDs, manipulatives, and instruction manuals, you will be better equipped to answer students’ questions and guide their learning.
Evaluating the Student
Is your student understanding math better?
Many of our students come from programs that are only interested in teaching facts and formulas. I agree that this is essential information, but an understanding of what they are memorizing is equally important.
It is possible to complete a book with an impressive table of contents, but not really grasp what you have “learned.” Many of us have completed entire courses in high school and college and passed exams without throughly digesting the material or having a working knowledge of the subject.
A concept that has been mastered is worth two in the table of contents. Don’t be impressed with what is in a book, instead focus on what has been absorbed.
How is his or her attitude towards math? Is he enjoying the subject more? Is she more confident?
I am trying to steer clear of asking if your student likes math, but I am concerned about the overall attitude towards this subject. If a student fears or dreads a subject, it is hard to make progress in that field of study.
If tears are the norm, then a large part of the brain will not be functioning, as the student will be using his or her emotional hemisphere. The value of a positive outlook towards math cannot be overstated.
Is the student able to apply what is being learning? This can be evidenced as the student uses math knowledge in everyday situations and to solve word problems in the student text.
This question is related to the first one, but I have saved it for last since this is the goal of any math program. The reason we are learning math is to use it in everyday life.
I know of students who have high test scores and an impressive academic resume who cannot apply what they have learned in physics or chemistry.
Our goal is not to do well on standardized tests, but to have the foundation necessary for real world application.
