Liz Rhee

Emily Morrin

Lincoln Preassessment:
Pre-assessment goal: The goal of this pre- assessment is to identify how much the students know and
don’t know about connecting lines to draw shapes, line symmetry, classification of triangles and
quadrilaterals, and critique reasoning of two-dimensional shapes to help plan lessons to our group of
students. Observation starts even before we conduct pre-assessment, and it continues to happen
throughout we finish all of our assessments. The reason that tests and activities are followed after pre-
assessment is completed is that we need to increase reliability and validity of the assessments as much
as we can, having no bias in the assessment as we conduct.

CCSS:

4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and
parallel lines. Identify these in two-dimensional figures.

4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular
lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and
identify right triangles.

4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that
the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines
of symmetry.

Objectives:

Lesson 16-1 Objective: Draw and Identify perpendicular, parallel, and intersecting lines.

Lesson 16-2 Objective: Classify triangles by line segments and angles.

Lesson 16-3 Objective: Classify quadrilaterals by lines and angles.

Lesson 16-4 Objective: Recognize and draw lines of symmetry. Identify line symmetric figures.

Lesson 16-5 Objective: Draw figures that have line symmetry.

Lesson 16-6 Objective: Use understanding of two-dimensional shapes to critique the reasoning of others.

Reliability and Validity: We have set a valid preassessment with questions that were based on the
standards that need to be met. These standards are going to be testing the criteria. They will also test
the reliability of the items and we will use observation in our data gathering. We will keep the
assessment reliable by ensuring that we keep the stability with our time, we have consistency as
examiners, and the items tested.

Administration Conditions: The preassessment will be administered in the classroom with a group of
nine students. It will be administered on 3/19/18 at 9:30 am. The preassessment will be given in writing
and the students will have fifteen minutes to finish it. After it is given we will evaluate if the amount of
time given was long enough and if the content matched well against their ability.

Preassessment delivery: We will start with get to know you games. We will hand each child a piece of
paper and have them draw pictures or write words that describe them. We will give them eight minutes
to prepare this. We will then have them explain their drawings or what they wrote. They will have time
Liz Rhee
Emily Morrin

to do this for seven minutes. We will then ask them how they feel about math. We will talk to them
about this for five minutes. We will then introduce what the preassessment is about and then give it to
them. They will have fifteen minutes to complete this. We will then collect them and wrap up the lesson.