storyboard

Conducting the "23s Task"

1. Conducting the 23s Task

1.1 Welcome: Title

Notes:

Hello and welcome to the module on how to administer the “23s Task.”

Published by Articulate® Storyline www.articulate.com

Design Notes:Font: VerdanaFont Sizes:Headings: 28 pt and BoldSpeech Bubbles: 14 ptBody Text: 14-18 ptCaptions: 12 pt

Colors: Blues and Greens (School’s Colors)Heading Font Color: Dark BlueBody Text Color: Black

The “player” via Articulate Storyline has built in “Next” and “Previous” Buttons, as well as audio volume control.

The school logo will appear in the upper left hand corner of the “player.”

The “player” will have a tab labeled “Menu” and another labeled “Transcript”

In the upper right hand corner of the “player” is a link for “resources” and a link for a “glossary.”

The text on the welcome screen will be animated

Design Notes:Each element will have a roll over feature. The pencils and colored pencils will have text that appears with a short description of the purpose of the tools. The two response sheets will enlarge

1.2 Learning Target

Notes:

By the end of this module you will be able to confidently use the “23s Task” to accurately assess students on their knowledge of place value. The “23s Task” is an assessment used to determine whether or not a student understands place value. It’s important to have a common tool that is used among all teachers and staff to assess this skill. At your school, the “23s Task” is the tool selected for this purpose.

1.3 Preparation and Tools


Design Notes:Arrow flies in and hits bullseyeBody Pose of character changesElements enter screen at different times going along with audio

Notes:

Before you can get started with administering the assessment to students, you first need to gather all of the tools you will need. First, you will need two pencils, a copy of the teacher response sheet, as well as a copy of the student response sheet. The response sheets will be provided to you by the instructional coordinator, but you can also find copies in the resources section, which is in the upper right hand corner of the screen. You will also need to gather three colored pencils, each a different color, as well as a collection of about 40 square or round objects.

1.4 Objects

Notes:

There are many types of objects, or manipulatives, that you could select for the assessment. Colored tiles, “counters,” or unifix cubes from your math curriculum work best as they are large and easy for the kids to manipulate with their fingers. Using objects like marbles or small toys can be distracting to students as they may find them more interesting to engage with than completing the task at hand. After you have gathered your tools, find a location to administer the assessment that will not be distracting for the student, as this is a one-on-one assessment versus one you give to your class all at one time. Once your tools and location have been selected you are ready to begin assessing your student.


Design Notes:Each element has a roll over feature. Each picture will give more information about the tool as the mouse rolls over it.The marbles and cars will come in later in the audio, as well as the prohibition signs.

1.5 Counting Objects

Notes:

Now that you have your tools and identified a location to assess your student, you can start the first step of the “23s Task.” As seen on the teacher response sheet, the first step is to ask the student to count out 23 objects from the container of materials you provide. This first step may seem simple, but it also can provide a wealth of information about how a student thinks mathematically. Here you may notice students creating patterns with colors, counting by ones, or counting by groups. This is all valuable information. In the notes section of the teacher response sheet, write down how the student counts the objects and any other observations that seem relevant, such as patterning or if a student double checks his or her counting. If the student accurately counts 23 objects you can continue on with the assessment. However, if the student does not accurately count 23 objects, ask the student to double check and indicate on your response sheet that this prompt was given. If the student is still unable to accurately count out the 23 objects then you can stop this assessment. This is an indicator that assessments for other prerequisite skills for place value should be conducted. If the student is able to recount accurately, then you can move on with the next step of the assessment.


Design Notes:The character will change poses and facial expressions. The tiles will be animated and come out of the yellow bin and land on the table.

1.6 Drawing Objects

Notes:

The next step requires that you ask the student to draw the 23 squares, or circles if using circular objects, in the large box on their response sheet. Keep in mind that squares and circles are easy for most children to draw which is one reason that this shape of object is preferred when giving this assessment. As you pose the question to the student to draw the 23 shapes, use your finger or pencil to point to the large square on the student response sheet so the student knows exactly where to draw. Just as before, observe what the student does when drawing the shapes on the response sheet. Does the student touch one object and then draw it, touch another object and draw it, and so forth for all of the objects? Or, does the student draw the objects quickly and count aloud as he or she does so? Write down your observations in the notes section of your response sheet. However, if the student does not accurately draw the 23 objects, ask the student to double check his or her work and indicate on your response sheet that this prompt was given. If the student does not make the necessary corrections you can stop this assessment. This is also an indicator that assessments for other prerequisite skills for place value should be conducted. If the student is able to correct the drawing, then you can move on with the next step of the assessment.

1.7 Which of the following objects would be appropriate for students to

count and draw when taking the “23s Task?”

(Pick Many, 0 points, 2 attempts permitted)


Design Notes:The text will be animated and come onto the screen one bullet point at a time.The character will change the direction she is facing.

Correct Choice

marbles

X colored tiles

beads

X counters

cars

X unifix cubes

Feedback when correct:

That's right! You selected the correct response. There are lots of options to use for objects but

it’s important to think about the objects being easy for the younger students to manipulate with

their hands as well as be able to draw the shapes on their papers.

Feedback when incorrect:

You did not select the correct response. The correct response includes the unifix cubes, the

yellow and red circular “counters,” and the colored tiles. Students need to be able to focus on

the task without getting distracted, manipulate the objects with their hands, and easily draw the

shapes on their papers. The cars would be distracting and hard to draw, the marbles would be


Design Notes:This is a pick multiple picture quiz question. Learners have 2 chances with feedback. After second try they are taken back to screen 1.3. If correct they move on to the next screen.

distracting since they roll, and the beads would be difficult for the kids to manipulate with their

fingers. Please review the information in the previous slides.

Correct (Slide Layer)

Incorrect (Slide Layer)


Try Again (Slide Layer)

1.8 Writing the Numeral

Notes:

Next you will use the exact phrasing on your response sheet to ask the student the question, “Can you write the numeral that is the same as the number of cubes in the picture you drew?” As you ask this question, use your finger, or pencil, to point to the small box that’s above the picture box on the student response sheet to indicate where the student should write the numeral. This may lead to confused looks from the student due to the use of the word “numeral.” However, students should be familiar with this math vocabulary word and be able to follow the direction based on the context of the question. Using this phrasing is important to ensure that all students, regardless of who conducts the assessment, are given



the same exact directions. This ensures valid and reliable assessment scores for all students. If the student is confused, you may repeat the question. Make note on your response sheet of how many times you repeat this question. The student should then write the numeral “23” in the small box above the picture. However, if the student does not accurately write the numeral “23,” you may prompt them to double check the number. If they fix it, you can move on with the assessment. If the numeral is still incorrect, write it correctly above their response and use the numeral you wrote for the remainder of the assessment. Indicate on your response sheet that this was done. One thing to keep in mind is that number reversals, or writing the numbers backwards, are common mistakes for children. At this point in the assessment these errors do not need to be corrected. You can continue with the assessment.

1.9 The Ones Place

Notes:

Now that the student has accurately counted out and drawn 23 objects on the student response sheet, as well as has the numeral “23” written in the box above the picture, you can begin the next step in the assessment. This step also requires that you use the exact wording that is provided on the teacher response sheet. While using one of the three colored pencils, circle the “ones place” in the numeral “23” that is written on the student response sheet and ask the question, “Can you use this colored pencil and circle the part of your picture that is worth the same as this part of the numeral?” While asking this question it is essential that the student looks at what you circle on the student response sheet or he or she will be confused. You may need to repeat this question more than one time. Again, indicate the number of times you repeat the question in the notes section of your response sheet. The student should then take the selected colored pencil and circle a part of the picture. Regardless of whether the student circles the correct number of shapes or not, move on to the next step in the assessment.


Design Notes:The text bubble will be animated and come onto the screen at a point when it’s mentioned in the audio.The character will change her pose and the direction she is facing.

1.10 The Tens Place

Notes:

The next two steps of the assessment are going to sound familiar to the previous step. After focusing in on the “ones” places, you will now look closer at the “tens” place. Again, this step requires that you use the exact wording that is provided on the teacher response sheet. While using a second color of the three colored pencils, circle the “tens place” in the numeral “23” that is written on the student response sheet and ask the question, “Can you use this colored pencil and circle the part of your picture that is worth the same as this part of the numeral?” Make sure the student is watching you as you ask the question. You may need to repeat this question more than one time. Again, indicate the number of times you repeat the question in the notes section of your response sheet. The student should then take the selected colored pencil and circle a part of the picture. Regardless of whether the student circles the correct number of shapes or not, move on to the next step in the assessment.

1.11 Which of the following are important to remember when conducting

the “23s Task?”

(Multiple Response, 0 points, 2 attempts permitted)



Correct Choice

X Observing the student and taking notes on the teacher response sheet

Telling the student that he or she has circled the incorrect amount

X Pointing at the student response sheet as the directions are given

X Using the exact wording that’s on the teacher response sheet


That's right! You selected the correct responses. There are several things to remember when

conducting the “23s Task.” Observing the student, taking notes and gesturing to the paper to

help the student to understand the questions being asked are all extremely important. Using

the wording provided on the teacher response sheet ensures valid and reliable results for all

students.


You did not select the correct responses. There are several things to remember when

conducting the “23s Task.” Observing the student, taking notes and gesturing to the paper to

help the student to understand the questions being asked are all extremely important. Using


Design Notes:Learners get two tries with feedback before being redirected to screen 1.8.A correct response moves on to the next slide.

the wording provided on the teacher response sheet ensures valid and reliable results for all

students. Telling the student whether or not he or she circled the correct amount is not

appropriate for the assessment.





1.12 The Numeral as a Whole

Notes:

Now we will look at the numeral as a whole. Once again, this step requires that you use the exact wording that is provided on the teacher response sheet. While using the last of the three colored pencils, circle the entire numeral “23” that is written on the student response sheet and ask the question, “Can you use this colored pencil and circle the part of your picture that is worth the same as this part of the numeral?” Make sure the student is watching you as you ask the question. You may need to repeat this question more than one time. Again, indicate the number of times you repeat the question in the notes section of your response sheet. The student should then take the selected colored pencil and circle a part of the picture.



1.13 Questioning the Student

Notes:

Now you will use what the student has shown you on the response sheet to determine what follow-up questions to ask. The student either circled all parts of the picture correctly or didn’t circle all parts of the picture correctly. Select the options to see the follow-up questions for each situation.


Design Notes:Both green buttons will link to a new screen:

“Correct Response” button goes to slide 1.14“Incorrect Response” button goes to slide 1.15

Note: Need to disable “next button” with the condition of it reappearing after both “Correct Response” and “Incorrect Response” slides have been visited. Then will link to slide 1.16

1.14 Accurate Student Response

Notes:

If the student circled all of the shapes correctly in the picture, the follow-up questions you ask will help to determine whether the student has a solid understanding of place value. Using your teacher response sheet, ask the question using the exact wording provided. “When I circled the two in this numeral, you circled twenty shapes. Can you tell me why?” As you ask this, point to the circle you drew to indicate to the student which numeral you are referring to. If the student responds with something along the lines of “Because the two stands for two tens in the numeral 24,” then the student has demonstrated a solid understanding of place value. If the student has a response that is very different than this response, make sure to write down what the students says in the notes section on your response sheet. If the students’ response leaves you wondering whether the student actually understands, you can mark the student’s assessment as having a partial understanding of place value. This would mean that the student has a beginning understanding but it has not yet been solidified.


Design Notes:Text will be animated and will come on screen one bullet point at a time, corresponding with audio.

“Return to Question” button goes to slide 1.13

Note: Need to disable “next button”

1.15 Inaccurate Student Response

Notes:

If the student was unable to circle all of the shapes correctly in the picture, the follow-up questions you ask will help to determine whether the student was a little confused or if he or she has little or no understanding of place value. If the student did not circle the correct number of shapes, most likely he or she circled three cubes for the “ones,” only two cubes for the “tens” instead of twenty, and all of the cubes for the entire numeral. If this is the case, using your teacher response sheet, ask the question using the exact wording provided. “You circled three shapes for this numeral, two shapes for this numeral, and all of the shapes for this numeral. What about the other shapes that were not circled?” As you ask this, point to the circles you drew around each part of the numeral to indicate to the student which numeral you are referring to. There are countless ways that a student can respond to this question. A student may change his or her mind and say that he/she meant to circle all twenty cubes but was confused. If the student corrects him or herself at this point, ask the question, “Why did you circle twenty cubes instead of two?” If the student is able to tell you something along the lines as the two actually means twenty or two tens, then you can mark the assessment as a partial understanding of place value. The student has a beginning understanding of place value but it has not yet been solidified. On the other hand, many students will give a different response as to why they did not circle the other shapes. Some will say, “That means two.” Or some may even say, “I don’t know.” Regardless, record the student’s response on the teacher response sheet and mark the assessment as little or no understanding of place value.

1.16 Move the following sentences into the correct sequence to show the

order that the teacher asks these questions to a student taking the “23s

Task?”

(Sequence Drag-and-Drop, 0 points, 2 attempts permitted)


Design Notes:Text will be animated and will come on screen one bullet point at a time, corresponding with audio.

“Return to Question” button goes to slide 1.13

Note: Need to disable “next button”

Correct Order

Ones Place- “Can you use this colored pencil and circle the part of your picture that is worth the

same as this part of the numeral?”

Tens Place- “Can you use this colored pencil and circle the part of your picture that is worth the

same as this part of the numeral?”

Whole Numeral- “Can you use this colored pencil and circle the part of your picture that is worth

the same as this part of the numeral?”

“When I circled the two in this numeral, you circled twenty shapes. Can you tell me why?”


That's right! You selected the correct sequence. First the teacher asks about the ones place,

followed by the tens place, and last asks the student about the number as a whole. After

completing this portion of the assessment, the teacher will ask a follow-up question such as the

one shown to have the student explain his or her thinking.



Design Notes:Learners get two tries with feedback before being redirected to screen 1.8.A correct response moves on to the next slide.

You did not select the correct response. Reviewing the sequence of conducting the assessment

will be valuable. Please review the previous slides and look closely for what order these

questions are asked.





1.17 Concluding Student Assessment

Notes:

After making your notes on the teacher response sheet, make sure to thank the student for his or her time. You will not want to indicate to the student whether the response he or she gave was correct or incorrect. It’s okay to reaffirm the student that it might have been confusing and that’s okay. You can let the student know that this provides information for you to be better able to help him or her.



1.18 Time to Practice

Notes:

Before you click ‘play’ on the video, either print a copy of the teacher response sheet or get one from your instructional coordinator. As the video plays, take notes as described in this module. After watching the video you will have the chance to compare your notes to the notes of an expert “23s Task” administrator. This will give you a good idea of how to conduct the assessment yourself and to double check that all pertinent notes are included on the teacher response form.

1.19 Watch the Video and Take Notes


Design Notes:The text will be animated and come onto the screen one bullet point at a time.The image will enlarge when it is clicked.

Design Notes:Video will start when learner presses start button. Learner has control over video including rewinding, pausing, stopping, and audio controls.

1.20 Expert's Response

1.21 Review

Notes:

Hopefully you now feel confident to be able to use the “23s Task” to accurately assess students on their knowledge of place value. Using this common tool, all teachers will collect valid and reliable information about their students’ understanding of place value. By completing each step and taking notes on the teacher response sheet you will gain knowledge of your student’s mathematical thinking and abilities. Remember, both the teacher and student response sheets are available in the resources section. The link is in the upper right hand corner of the screen.


Design Notes:The Expert’s responses will be highlighted with “markers” that can be pressed to see the information.The character will change the direction she is facing.


1.22 Are You Ready?

Notes:

Did you meet the learning target of the module? Do you feel confident and prepared to administer the “23s Task” assessment to students? If “no,” click on the “No, I do not” button in order to review course materials. If “yes,” then click on the “Yes, I do” button.


Design Notes:The “No, I Do Not” button will lead back to screen 1.3The Yes, I Do button will go to the next screen.

1.23 Congratulations!

Notes:

Congratulations! You have finished the module. You can now exit the course by selecting the “Exit” button. Or, if you would like to restart the module from the beginning, click on the “Start Over” button.

Image Credits:

Target:

https://pixabay.com/static/uploads/photo/2014/03/25/15/19/target-296483_640.png

Arrow:

https://pixabay.com/static/uploads/photo/2013/07/12/16/32/arrow-151103_640.png

Pencil:

http://res.freestockphotos.biz/pictures/14/14203-illustration-of-a-pencil-pv.png

Colored Pencils:

http://publicdomainvectors.org/photos/CoD_fsfe_Pencils.png

Table:

https://pixabay.com/static/uploads/photo/2014/04/03/00/37/table-308862_640.png


Design Notes:The text bubble will be animatedThe “Start Over” button will lead back to screen 1.1The Exit button will exit the module

https://pixabay.com/static/uploads/photo/2014/04/03/00/37/table-308862_640.png

http://publicdomainvectors.org/photos/CoD_fsfe_Pencils.png

http://res.freestockphotos.biz/pictures/14/14203-illustration-of-a-pencil-pv.png

https://pixabay.com/static/uploads/photo/2013/07/12/16/32/arrow-151103_640.png

https://pixabay.com/static/uploads/photo/2014/03/25/15/19/target-296483_640.png

Car:

https://pixabay.com/static/uploads/photo/2014/04/03/11/53/car-312461_640.png

Plastic container:

https://pixabay.com/static/uploads/photo/2014/04/02/10/41/container-304226_640.png

Marbles:

https://pixabay.com/static/uploads/photo/2012/04/14/17/01/marbles-34612_640.png

Toys:

https://pixabay.com/static/uploads/photo/2013/07/15/22/22/toys-162930_640.jpg

Prohibition Sign:

https://upload.wikimedia.org/wikipedia/commons/thumb/3/31/ProhibitionSign2.svg/150px-

ProhibitionSign2.svg.png

Question Mark:

https://pixabay.com/static/uploads/photo/2015/08/17/19/58/question-892904_640.png

Blue colored pencil:

https://pixabay.com/static/uploads/photo/2015/01/10/13/19/colored-pencil-595207_640.png

Blue colored pencil/crayon:

https://pixabay.com/static/uploads/photo/2013/07/12/12/51/pencil-146385_640.png

Green colored pencil:


Red colored pencil:


Yellow colored pencil:


Small Beads:






https://pixabay.com/static/uploads/photo/2015/01/10/13/19/colored-pencil-595207_640.png

https://pixabay.com/static/uploads/photo/2015/08/17/19/58/question-892904_640.png

https://upload.wikimedia.org/wikipedia/commons/thumb/3/31/ProhibitionSign2.svg/150px-ProhibitionSign2.svg.png

https://upload.wikimedia.org/wikipedia/commons/thumb/3/31/ProhibitionSign2.svg/150px-ProhibitionSign2.svg.png

https://pixabay.com/static/uploads/photo/2013/07/15/22/22/toys-162930_640.jpg

https://pixabay.com/static/uploads/photo/2012/04/14/17/01/marbles-34612_640.png

https://pixabay.com/static/uploads/photo/2014/04/02/10/41/container-304226_640.png

https://pixabay.com/static/uploads/photo/2014/04/03/11/53/car-312461_640.png

https://pixabay.com/static/uploads/photo/2015/04/11/12/04/colorful-717633_640.jpg


https://pixabay.com/static/uploads/photo/2015/04/11/12/04/colorful-717633_640.jpg

storyboard

Documents

student response sheet

student double

s task

counting objects notes

types of objects

tools notes

round objects

teacher response sheet