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Pre-Assessment Analysis Paper

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Pre-Assessment Analysis Before starting my math unit on multiplying and dividing fractions, I had the students complete a short pre-assessment to determine their level of understanding and prior knowledge with the concept of fractions. This assessment consisted of twelve individual questions that ranged from understanding concepts to using mathematical processes. The first four questions determine the student’s understanding of the concept of what fractions represent compared to a whole, how to find equivalent fractions, and how to simplify a fraction. Additionally, one of the questions determines if the students know and understand how to correctly label the parts of the fraction using the terms numerator and denominator. The remaining …show more content…

Student A represents the individual that scored higher on the pre-assessment. That individual was one of the few that was able to describe what a fraction represents partially, but wasn’t able to fully describe the concept. Additionally, Student A correctly labeled the fraction and was able to partially understand simplifying fractions, but wasn’t able to find the final solution. This individual struggled with the concept of finding common denominators and dividing fractions. The student that scored around the middle on the pre-assessment is Student B. This individual wasn’t able to describe what a fraction represents or find an equivalent fraction. Student B was able to partially answer the question that asked them to label the fractions, but couldn’t remember one of the terms. Furthermore, Student B was able to partially simplify the problem, but wasn’t able to find the final solution. Similar to Student A, Student B had difficulty finding common denominators and finding the solutions to the division problems. The last student was Student C who scored in the lower range on the pre-assessment. This student had difficulty with the first four questions that covered what fractions represent, labeling the parts, finding equivalent fractions and simplifying the fractions. Additionally, Student C had difficulty with all the processes that weren’t adding fractions with common denominators. This includes finding common denominators, subtraction, multiplication and

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