# Juni Learning Assessment: Pre-Algebra A

Assessment 1: Arithmetic (Module 1) to Ratios, Proportions, and Conversions (Module 8)**Instructions:**- Read the question to the student and have them attempt it as independently as possible. Allow the student to work on their own, writing expressions and performing arithmetic operations, until they are unable to proceed without further guidance.

**Note**: Allow students at least a full minute (30 seconds for the easier problems) to attempt the question on their own before providing ANY guiding questions or helping. Tell the student to give it a try, and to show as much work as possible. If there is an answer box available, the student can test out their answer first and see if they can make the appropriate changes themselves. If there is no box available, the student should check their work as thoroughly as possible before putting a box around their answer on the whiteboard. The student can announce when they are finished, or if they need help.- When they are unable to proceed, either because they ask for help or they are finished but you see that it is incorrect, then guide the student with leading questions. Example questions are included in some of the problems below. The idea is that you are leading them in the right direction, but you are not telling the student the answer. If an answer box is available, make sure you allow the student to try their answer and confirm for themselves whether it’s correct. If there is no answer box available, then make sure you allow them to revise their work and re-box their answer on the whiteboard before confirming if it is correct.

- If they are unable to solve the problem with guiding questions, you can then review the material and help them complete the problem. If time is an issue, skip to the next section, and let the student know you’ll review the concept in the next class. Encourage your student to treat this as a presentation of all of the amazing skills and knowledge they have developed in the course so far. Ask your student to teach an imaginary "audience" as they answer your questions!

- Mark the evaluation accordingly for each concept:

Beginner: if the student had major gaps in knowledge, and/or you had to show them how to do most of the problem. It is ok if they are still learning; this simply serves to inform you what to review with the student in the following classes.

Novice: If the student needed many guiding questions, suggestions, or review before completing the questions.

Capable: If the student needed some guiding questions, suggestions, or review before completing the questions.

Confident: If the student was essentially able to complete the problem entirely on their own, barring very minor adjustments.

Expert: Only if the student was essentially able to complete the problem entirely on their own and articulate their responses to your follow up questions completely.

## Assessment 1: PAA1 to PAA8

Date* Date Instructor:* Instructor's Full Name Instructor Email:* IMPORTANT: Check that your email is correct Repeat Instructor Email:* IMPORTANT: Check that your email is correct ## Student info

Student Name* ## Course-Specific Skill #1: Arithmetic Review

1. The student can perform basic arithmetic. Beginner Novice Capable Confident Expert Select one 2. The student can evaluate expressions using order of operations Beginner Novice Capable Confident Expert 3. The student can compare positive numbers Beginner Novice Capable Confident Expert 4. The student can compare negative numbers Beginner Novice Capable Confident Expert 5. The student can perform arithmetic with negative numbers Beginner Novice Capable Confident Expert 6. The student can evaluate absolute values Beginner Novice Capable Confident Expert ## Course-Specific Skill #2: Fractions

1. The student can convert between improper fractions a mixed numbers Beginner Novice Capable Confident Expert 2. The student can simplify fractions Beginner Novice Capable Confident Expert 3. The student can compare fractions Beginner Novice Capable Confident Expert 4. The student can multiply and divide fractions Beginner Novice Capable Confident Expert 5. The student can add and subtract fractions Beginner Novice Capable Confident Expert ## Course-Specific Skill #3: Decimals

1. The student can add and subtract decimals Beginner Novice Capable Confident Expert 2. The student can multiply and divide decimals Beginner Novice Capable Confident Expert 3. The student can convert between fractions and decimals Beginner Novice Capable Confident Expert ## Course-Specific Skill #4: Percents

1. The student can convert fractions to percents Beginner Novice Capable Confident Expert 2. The student can convert percents to fractions and decimals Beginner Novice Capable Confident Expert 3. The student can compute the percentage of a total Beginner Novice Capable Confident Expert 4. The student can find the percent change of a value Beginner Novice Capable Confident Expert ## Course-Specific Skill #5: Ratios, Proportions, and Conversions

1. The student can find ratios Beginner Novice Capable Confident Expert 2. The student can use ratios to solve for unknowns Beginner Novice Capable Confident Expert 3. The student can maintain proportionality Beginner Novice Capable Confident Expert 4. The student can convert between different units Beginner Novice Capable Confident Expert 5. The student can perform multiple conversions Beginner Novice Capable Confident Expert ## Mathematical Skills

The student can explain what the question is asking for. Not Yet Meeting Expectations Meets Expectations Exceeds Expectations The student can explain their thinking behind their work. Not Yet Meeting Expectations Meets Expectations Exceeds Expectations The student checks their work carefully during or after they finish a question. Not Yet Meeting Expectations Meets Expectations Exceeds Expectations When the student is stuck on a question, they show perseverance by trying a new method or asking for help. Not Yet Meeting Expectations Meets Expectations Exceeds Expectations When the student is stuck on a question, they use what they know to find a place to start. Not Yet Meeting Expectations Meets Expectations Exceeds Expectations ## Learning Habits

At Juni Learning, we're committed to helping our students develop practices that set them up for success across courses and subjects. Our Learning Habits are closely tied to our core values: Joyful collaboration, Unlimited curiosity, Nimble determination, and Invest in excellence.Joyful collaboration: I am excited to learn and share new things with my instructors and peers. Not Yet Meeting Expectations Meets Expectations Exceeds Expectations Unlimited curiosity: I ask my instructor questions that help me learn better. Not Yet Meeting Expectations Meets Expectations Exceeds Expectations Unlimited curiosity: I attempt tasks independently, asking my instructor questions as needed. Not Yet Meeting Expectations Meets Expectations Exceeds Expectations Unlimited curiosity: I come prepared with questions to ask my instructor to help me better understand my work. Not Yet Meeting Expectations Meets Expectations Exceeds Expectations Unlimited curiosity: I am comfortable asking my instructor questions when I am confused. Not Yet Meeting Expectations Meets Expectations Exceeds Expectations Nimble determination: In the face of challenging concepts, I show determination by asking questions and making connections. Not Yet Meeting Expectations Meets Expectations Exceeds Expectations Nimble determination: I try new approaches based on my instructor's guidance. Not Yet Meeting Expectations Meets Expectations Exceeds Expectations Invest in excellence: I strive to be my best self for every session by being prepared and ready to learn new things. Not Yet Meeting Expectations Meets Expectations Exceeds Expectations Invest in excellence: I remain focused during class and listen to instructor. Not Yet Meeting Expectations Meets Expectations Exceeds Expectations Invest in excellence: I spend enough time working on homework outside of class. Not Yet Meeting Expectations Meets Expectations Exceeds Expectations Invest in excellence: I come to class prepared to discuss homework. Not Yet Meeting Expectations Meets Expectations Exceeds Expectations Invest in excellence: I arrive on time for class and am ready for class. Not Yet Meeting Expectations Meets Expectations Exceeds Expectations General Comments:* Any other comments you'd like to share about the student: (e.g. are they particularly creative/artistic/kind? are there certain behavioral challenges hindering class?) Upcoming Improvements* What adjustments/changes will be made in future classes to improve the student's success? Please note any topics that you will review. (e.g. We are going to work through some additional problem set questions to reinforce functions; I will go slower through the concepts with [student]; I'm going to assign additional questions to further challenge [student] in concepts) ## Internal Only

Information provided in this section will not be seen by student/parent/etcHow would you rate the student's overall mastery of the material so far? 1 2 3 4 5 1 is Needs review, 5 is Strong Understanding Any additional information you would like to provide to HQ regarding this student?