Systems Assessment 2: Mastery Test
Lesson 13 of 13
Objective: SWBAT demonstrate mastery of the main learning objectives of the Systems of Equations unit
3 Part Assessment
The first part of today's mastery assessment is the Multiple Choice questions. I have written 10 multiple choice questions (draft), which can serve as examples for other questions. Each questions is linked to one of the Common Core standards and the code for the standard is written in bold red font next to each questions.
Most of us would admit to making a poor test based on pretty bad multiple choice questions. I certainly have my share of bad multiple choice tests and quizzes, which students did poorly in. Those class periods after handing back those test results have been long and rowdy. I've included some tips to writing multiple choice question in a reflection of this section. I got the following from the internet and thought I'd share it;
Think of a test question as a window that you look through to see what the student knows and understands. If the window is dirty, streaked, cracked, or broken, that makes it harder to see if the student has learned what you wanted him/her to learn. Good test questions are clean windows. They don’t obscure the view of what the students does and doesn’t know.
In part 2 of the assessment I provide five Part 2 Short Response sample questions. Each targets one of the CC standards (coded in red) and pokes into student conceptual and procedural understanding of the goals.
Part 3 is a Written Response section. For this section I pay close attention to ELL students taking the exam. These students may need questions to be rephrased for them. There have been times when I've literally translated a question into Spanish for my students. Yet I always motivate the student to respond in correct English as best they can. These particular students and others may need more time to get through these parts of the exam, so I make sure that they receive these accommodations.
I always ask students to look at all of the data presented in the problem to determine how they will use it. They should read the problem carefully and make sure that the work shown (math and written words) represents what the questions are asking.
I've written two questions. The first involves a system of equations in Standard and Slope intercept form, lending itself to substitution. I tell students that it helps to graph the systems, especially in the second problem, because graphs give the problems visual clarity, and helps answer the questions.