Angle Assessment

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SWBAT demonstrate angle concepts and skills through a summative assessment.

Big Idea

In this lesson, students complete a summative assessment to show proficiency in measuring and drawing angles, as well as their proficiency with understanding angles as additive.


45 minutes

In my classroom summative assessments are given periodically to determine at a particular point in time what students know and do not know. Many of my colleagues associate summative assessments only with standardized tests such as state assessments, but they are also an important part of district and classroom programs. Summative assessment in my classroom is an accountability measure that is generally used as part of the grading process.  Because this summative assessment is happening with only 10 days left of school, it is too far down my students' learning path to provide information at the classroom level and to make instructional adjustments and interventions.  I do use the information gained though to evaluate my teaching.  The results help me make decisions about the lengths of units for the next year, instructional strategies, resources  I use as well as if I have gained valuable information about my student's abilities.  

For this assessment, I selected three different tasks to address the CCSS 4.MD.5, 4.MD.6, and 4.MD.7 standards.  You can access the test questions by clicking each link-  draw angles testmeasure angles testangles as additive test

While I know this particular assessment is not a comprehensive assessment of my students' skills addressing these standards, it does give me a quick snap shot of some important topics.  First, I want to know if my students can use a protractor to measure and create angles accurately.  Second, I want to assess my students ability to understand concepts of angles and recognize angles as additive.  

I did not choose to assess my students knowledge about angles measured with reference to a circle because our previous class discussions have been so rich and very informative as a formative assessment. I know, without a doubt, that my students understand this concept.  They refer to circles often when talking about angles and measuring angles.

I give my students 45 minutes to complete this assessment.  When they are done, we play a quick round of I have, Who has, angle measures -  I Have Who Has Using a Protractor .


Be sure to check out the Reflections section to see how my students performed on this assessment and my thoughts about what I learned!