Evaluation Of The Diagnostic Assessment Essay

1334 Words Oct 12th, 2016 6 Pages
Part B
Diagnostic Assessment
During the diagnostic assessment which focused on grade three student, Boris’s comprehension of number placement and value, Boris did well in most areas, with minimal exceptions. Boris took a great deal of time, when requested to partition the double digit the number. Though they progressed to partitioning the larger numbers in a standard and acceptable non-standard manner, they answered the two digit partitioning question with various multiplication equations. Boris stated that they “did partitioning at school on the computer but, they only had to give one answer like that one (points to example) (Jones, 2016.).” Boris indicated that as the first partitioning number scenario was that the most obvious Standard Partitioning answer had been utilized in the example. Boris mentioned that they were used to providing the standard kind of partitioning, they actually called it “the split up kind (Jones, 2016.).” There was a visible lack of confidence prior to them rallying and using the non-standard partitioning of relevant time’s tables equations. By doing this, Boris drew on knowledge from what Lev Vygotsky called the,” zone of proximal development (ZPD) (as cited in Reys, Lindquist, Lambdin, Smith, Rogers, Falle, Frid, and Bennett. 2012 p. 24. ).” However they were not the non-standard partitioning place value answer, this assessment was requiring. Boris’s did exhibit impressive multiplicative thinking (Hurst, 2014.) in providing the…

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