and explained 1 to her classmates in a share or wrap-up one day. Returning to
the language “after _ is__” triggers her to the 1 pattern and supports
her with the concept when visited beyond the context of our dice game. She is
now recognizing, with some teacher support, and solving the 1 addition prob-
lems in our math facts games. Although she is still working to transfer her new
understanding to other mathematical tasks, it is clearly building that foundational
number sense. And, because I am more clearly aware of her understandings and
needs, I can be there to support her through this.
The process of accepting my own informal observations as valid data, draft-
ing a list of Tamara’s understandings and needs, interviewing her directly to un-
derstand her thinking and strategies, and finding ways to address her needs within
the curricular objectives were all critical parts of my assessment process. Has the
assessment I have done so far answered all my questions? No, there are still ques-
tions and there are still difficult decisions to make. However, what I learned from
the assessment did help me make better-informed decisions. It is an ongoing
process that continues to show me the progress a child is making, which, although
perhaps not evident on the curriculum unit tests, is essential to mathematical un-
derstanding.
The process was also decisive for me in knowing where to start. As a first-year
teacher, feeling overwhelmed by the fast-paced curriculum, I needed to figure out
what to target for my struggling learners. I was relieved and pleased with the way
this assessment process allowed me to identify what supports these learners
needed. I began to apply what I learned from my work with Tamara to my other
young mathematicians. Yet, I was most surprised by how much the process sup-
ported me as a teacher. It gave me both the confidence and focus that I could in
fact support a child with significant needs, in a way that addresses a lesson’s ob-
jective, on a level appropriate for that child.
LINKINGASSESSMENT ANDTEACHING