## Reflection: Performance Tasks Survey Skills: Assessment - Section 3: Jay Peak or Great Escape?

When you are looking at how students did with the creation of a representation, you want to specifically look at:

1.  Did students create representations that accurately represent the set of data?  Do their representations clearly communicate what the data shows?

2.  How did the students represent the data?

3.  Are students' categories clear and labeled?

4.  Can students make statements about their data and representations?  In other words, do they refer to what the data tells the about the people surveyed?

In order to met the standard, students must have accurately represented the data in an organized way.  However, a variety of ways can be used to represent it.  The examples in the section resource are the different ways that my students represented the data.  Each example is an example that meets the benchmark.

When you are looking at the I notice statements and the question about what surprised or interested you, take note of the following:

In order to meet the benchmark, students must use their representation to interpret what they found out from the data, and use it to interpret the data by stating what surprised them about the data. There is an example of a student meeting the standard int he section resource.

Performance Tasks: Looking At Student Work

# Survey Skills: Assessment

Unit 7: Data and Analysis
Lesson 5 of 8

## Objective: SWBAT make a representation to communicate the results of a survey. SWBAT interpret results of a survey.

### Thomas Young

203 Lessons14 new

## Big Idea: Today we become Gallup Poll central as students take a set of collected data and create a visual representation using the skills that have been taught over the past few lessons.

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70 minutes

### Thomas Young

203 Lessons | 14 new

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