• 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.

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