
Ways to assess math vocabulary skills.Teachers can assess students knowledge of math vocabulary words in a variety of ways. 1. Teachers can observe what a student knows by verbal, in the moment assessments 2. Teachers give a pre and post test on the math vocabulary words to assess a students growth. Flubaroo can be used to help grade. 3. Teachers give a quiz in class to assess a students knowledge of the math vocabulary. Quizizz and Kahoot can be used to help with this. 4. Teachers can require students use the math vocabulary when explaining a math problem. Answers can be assessed using a rubric. 5. Google Forms can be used to collect personal data from each student about their own feelings about their knowledge of the math vocabulary. In conclusion, teachers need to decide which form of assessment best fits their classroom, the type of data they are trying to collect, and what they have time for. Examples of Rubrics: Data collected from study:I used a Google Form to collect data from the English Language Learners at the school site about their own personal experience with math vocabulary. This was given in the ELD and AVID Excel classes to ensure all ELLs were able to participate. The first question focused on if students know where to find their vocabulary words. The question measured on a scale of 14. A 1 means that students never know where to locate their vocabulary and a 4 means students always know where to locate their math vocabulary words. (See figure 1) 7% picked 1, 39.1% picked 2, 43% picked 3, and 10.9% picked 4.
The second question asked how comfortable the students are with using the vocabulary when discussing math. The question measured on a scale of 14. A 1 means extremely uncomfortable using math vocabulary words and a 4 means students are very comfortable using math vocabulary words. 6.3% picked 1, 53.1% picked 2, 35.2% picked 3 and 5.5% picked 4.
The third question asked students how often students look at their math vocabulary words in a week, either at home or at school. The question measured on a scale of 1 to 4. A 1 represented never and a 4 represented every day. 27.6% picked 1, 42.5% picked 2, 25.4% picked 3, and 4.5% picked 4. This data shows that students do not interact much with their math vocabulary words on a weekly basis.
The last question asked students how much they felt the language in a math problem made it difficult for them to solve and understand the problem on a scale of 1 to 5. A 1 represents that language always poses a problem when solving word problems and a 5 represents that the language never poses a problem when solving a word problem. 11.2% picked 1, 14.9% picked 2, 47.8% picked 3, 16.4% picked 4, and 9.7% picked 5.
