Radical Functions Summative Assessment
Lesson 10 of 10
Objective: SWBAT demonstrate their knowledge and understanding of this unit through a formal summative assessment and a portfolio.
The summative assessment for this unit involves a few problems about each of the topics in this unit. Feel free to use this assessment flexibly--students can choose a few problems to work on, or you can choose a few. Alternatively, students can do some of the problems on their own, and then do other problems in pairs or teams.
However you decide to use this assessment, I prefer that the assessment take the entire class period so that I have time to write each student their informal narrative feedback (described in the video below.)
I use this tool every single time I give students a summative assessment, which is about every 2 weeks. I find that the consistency makes a big difference to students and if I ever skip this, students complain and ask for their "notes." They enjoy receiving this feedback, even if it is constructive.
While they are taking their test, I frantically write each student a note (I have included some examples in the resource section.) I try to give each student some positive and some constructive feedback, focusing not on the content, but rather on how they are engaging in the class and their habits of work. I also try to include one or two questions for each student, possibly about how they are feeling about the class, or what they think is challenging or frustrating them.
As the closing of the lesson, I ask them to respond to my note and to reflect on how effectively they learned the material in this unit. I generally ask something like:
1) Respond to my note. Answer any questions I wrote you, and tell me whether you agree or disagree with my feedback.
2) How well did you learn the material in this unit? Assess your level of understanding on a scale from 1 to 5.
3) What did you do well during this unit? What could you do better?
4) What did I do well during this unit? What could I do better?
Obviously, choose questions that work for you, and you may need to limit the questions based on how much time you have. I find that using this process consistently is really important for building a cooperative classroom culture. Rather than "classroom management techniques," I use this practice to attempt to develop a productive working relationship with each student.