Kindergarten
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# Attributes/Measurement

Strand: Shape and Space (Measurement)
Outcome: 1

## Step 4: Assess Student Learning

### Guiding Questions

• Look back at what you determined as acceptable evidence in Step 2.
• What are the most appropriate methods and activities for assessing student learning?
• How will I align my assessment strategies with my teaching strategies?

In addition to ongoing assessment throughout the lessons, consider the following sample activities to evaluate students' learning at key milestones. Suggestions are given for assessing all students as a class or in groups, individual students in need of further evaluation and individual or groups of students in a variety of contexts.

### A. Whole Class/Group Assessment

Note: Performance-based assessment tasks are under development.

1. Give students a piece of string that is approximately 25 centimetres in length. Ask them to find two objects that are longer than the string, two objects that are shorter than the string and two objects that are almost the same length as the string. Each student has three pieces of paper that are marked shorter, same and longer. On the paper, they draw pictures of the objects they found for each category.
2. Ask students to take off one of their shoes and then find two objects in the classroom that are heavier than the shoe, lighter than the shoe and almost the same weight as the shoe. Give each student three pieces of paper marked heavier, same and lighter. On the paper, they draw pictures of the objects they found for each category.
3. Bring to class a box, about the size of a carton of 12 pop cans, and have students find two containers that would hold more than the box, two containers that would hold almost the same and two containers that would hold less. Give each student three pieces of paper marked more, same and less. On the paper, they draw pictures of the objects they found for each category.

### B. One-on-One Assessment

Assessment activities can be used with individual students, especially students who may be having difficulty with the outcome.

1. Give the student five objects (e.g., crayon, paper clip, pencil, ruler, eraser). Ask the student to arrange the items from the shortest to the longest. The student should be able to answer when asked, "Explain to me how you decided on this order."
2. Give the student five objects (e.g., crayon, paper clip, large book, ruler, stapler). Ask the student to arrange the items from the lightest to the heaviest. The student should be able to answer when asked, "Explain to me how you decided on this order."
3. Give the student five containers (e.g., one-litre milk container, empty tuna can, individual milk container, two-litre milk container, thimble). Ask the student to arrange the items from the smallest to the biggest. The student should be able to answer when asked, "Explain to me how you decided on this order."
4. For each of the following statements, have the student tell you if it is possible or impossible:
• A cat is heavier than my mom.
• When I’m thirsty, I could drink a whole swimming pool.
• A dog and a small child could weigh the same amount.
• A tall man could touch the ceiling.
• A bird is lighter than an eraser.
• A bathtub holds less than a jug of milk.
• My arm is longer than my foot.
• My leg is shorter than my arm.

### C. Applied Learning

Provide opportunities for students to use measurement in a practical situation and notice whether or not the strategies transfer.

1. Have students draw a picture of five objects they can see in front of their house or apartment building. Then have them put the five objects in order from smallest to largest and from largest to smallest.
2. Ask students, "How many kinds of trees grow on your block? Find the three tallest trees and draw a picture of a leaf from each tree."
3. Have parent helpers trace students' full bodies onto large sheets of paper. Colour in and cut out the figure. Use new pencils to measure legs, arms, fingers, etc. Students can also measure each other's paper figures.