## Reflection: Routines and Procedures Exponential and Logarithm Assessment - Section 1: Assessment

To make sure I get a true assessment of students ability I want to give this test on a day that I have 90 minutes which occurs once a week per class. If I cannot give the test in a 90 minute block, I give the test over 2, 45 minute classes.  Many students will take time on graphing the functions. I have divided the test into 2 parts. The non calculator part is given first then the calculator portion.

Just to make sure that I am not rushing some of my slower reasoners I separated the solving equations portion so they can do that on the second day. Students do need to learn how to prepare for a test so that time is not a factor but at this point in the year some of the students are still struggling with time management. As we move along the students will get better. I also have a few students that have learning disabilities which require me to extend their testing time. By considering the amount of time a test will take and extending the time for all students I am meeting the needs of these students.

This year I had about 6 students that did not finish all of the non-calculator part of the test. These students will do the 4 equations as well as the calculator part the next day.

Routines and Procedures: Assessment needs time

# Exponential and Logarithm Assessment

Unit 3: Exponential and Logarithmic functions
Lesson 11 of 11

## Big Idea: With a written assessment proficiency in analyzing graphs, solving problems and evaluating expressions that involve exponential and logarithmic functions is demonstrated.

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Standards:
Subject(s):
Math, logarithmic function, logarithmic equation, exponential function, graph, assessment, PreCalculus, exponential function, logarithmic functions, equation solving, Properties of Logarithm
40 minutes

### Katharine Sparks

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