Reflection: Grade Book and Data Analysis Assessment Rehersal - Section 3: Practice Assessment

 

I always struggle with the use of formal assessments. I feel that all assessments should be formative, because I don't think learning is every over. I had a couple of difficulties with this assessment. One was with the wording of the task itself and the other was with the rubric.

I think that asking my students to decide which people had lady bug populations that proportional to mine was unnecessary and problematic. I think I could have just given them the information and asked them "how do these populations compare?". Many of my students work demonstrated a lot of understanding about the meaning of proportional and the different ways of showing it, but, because they had misunderstood the question, they did not get credit. Asking a more open ended question gives my students more flexibility and autonomy and gives me greater insight into what they do and do not yet understand. I would still ask them to talk about proportion and use ratio, percent, and graph as forms of evidence. 

The rubric was my attempt to quantify the results, but I felt it was to confining and drew my focus off of what my students did and did not understand. I think it would have been more helpful to keep in mind a few questions about what their work shows me about what they understand.

  • "what does he/she understand about equivalent ratios and equivalence and proportion?"
  • "what does he/she understand about the meaning of percent and proportion?"
  • "what does he/she understand about the graphic proportionality?"

Several of these questions are embedded in the rubric, so I think it is a nice guide to help me decide what to do next, but it is a difficult tool in assigning a grade.

  Using assessment as insight into understanding
  Grade Book and Data Analysis: Using assessment as insight into understanding
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Assessment Rehersal

Unit 7: Percent proportions
Lesson 14 of 16

Objective: SWBAT use ratio, percent, and graphing to test for proportionality and support their conclusion with evidence.

Big Idea: Reasoning needs to provide a connection between the mathematical evidence and the conclusion.

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Subject(s):
Math, Number Sense and Operations, assessment, rubric, explanations, Performance Task, ratios, pattern
  49 minutes
brisa works hard
 
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