SWBAT demonstrate their knowledge and understanding of the ideas and skills of this unit.

Use the time that students are working on the summative assessment to give them informal narrative feedback which they appreciate and which helps shape the culture of the classroom.

60 minutes

I design the summative assessment to take most of the class period, leaving a bit of time at the end for the closing. I have given two different examples—the document entitled “Linear and Non-Linear Functions Practice Quiz” has a whole set of problems at the same level. Once I started actually teaching the unit, I realized that more differentiation was involved. I wrote the “Level 2” version of the quiz as the base-line of where I wanted every student to get, then I wrote the modified version for my students with IEPs who needed more scaffolding. I also had many students who already mastered the basic content, so I wrote the Honors-level quiz for students who needed more of a challenge.

Feel free to use all of these documents as problem banks and sort the problems however you prefer. I have sorted them by level, but another interesting way could be by type of problem. This way, within each category of problem, students can choose the level of difficulty that they want to work at (the disadvantage of this is that is uses a lot of paper!).

The goal of this summative assessment is for students to reflect on their level of mastery of the content and to choose problems that reflect their full understanding.

70 minutes

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