Facilitating Field Assessment

I recently completed a math assessment on three students from my facilitating field placement location. I used the math assessment located on Sakai resources. The assessment assessed the students on their ability to rote count, number recognition, number word after, number word before, and counting objects. The following week I decided and planned activities that would best suit two of these students to help provide understanding in areas where they lacked it. I didn’t know exactly where my students stood on the trajectory of because of their ability to do things higher than just emergent counting but I suppose Student A is a perceptual counter and Student B is maybe a figurative counter. However, Student B lacked the ability to count backwards but she could identify the number of objects blocked (Van De Walle, 2013). Each day was a new activity but most of the activities pertained to the same concepts. After each day I reflected on how the two students did on the activity and what I should do on the following day.
On the first day the activity I did was to help me gain more understanding of where my students were. Both of them struggled and switched numbers around when counting backwards. This could’ve been a flaw in the assessment; it
I felt like this would retouch on the student’s understandings and see if the students made any progress. However, my plan didn’t go as I intended it to go. Student A was absent so as a result Student B and I only did the activity Jokes on You. She loved this game. We played together. I got the joker first and she helped me without me even having to ask her. However, there was sometimes where she got confused and she would count up instead of backwards but then she would catch herself and correct it. Then when she got the joker she was able to line all the numbers up correctly while she counted out loud to