To start out class, since it is the end of week 4, I have students rate themselves on the College and Career Readiness Standards (CCRS from Week 3 & 4). Our school district has teachers use this rubric to evaluate students, but I like students to self-assess as well. Students rate themselves on a scale of 1-4 and then select their strengths, weaknesses and a goal that they can improve on in the next two weeks. I want students to rate themselves so when I rate them I can compare where I think they are with where they think they are. This brings out some interesting topics, whether it be a student that is too hard on himself or herself, by writing a lower score than my rating, or not hard enough, by rating himself or herself higher than I rate him or her. The written responses (CCRS Week 3 & 4 Reflection Questions) provides me something to discuss in one-on-ones with students, especially when it comes to the strengths and weaknesses that they list on the back. I read over their goals; I like to try to hold students accountable to their goals as they strive to improve over the course of the next few weeks.
The test that students will complete in this lesson assesses their ability to complete questions and problems that refer to constant velocity diagrammatically (motion maps), graphically (position vs. time graphs, velocity vs. time graphs), mathematically (using equations or a mathematical model), and verbally (written descriptions). In creating the test, I make sure that there are questions that cover each of the learning targets. I also make sure to include questions that require different levels of thinking. I organize the test into mathematical questions vs. written, diagrammatic, and graphical.
During the course of this unit, students have learned to complete the written description as well as complete a motion map, position vs. time graph and velocity vs. time graph when one is given. The beginning of the test is focused on these types of problems where they are given one representation of motion and they are asked to complete other representations of motion (Unit 1 Qualitative Representations of Motion). There other section of the test focuses on the mathematical aspect of the constant velocity model and asks students to create mathematical models based on a graph or to use an formula to solve a word problem (Unit 1 P vs. T from Motion Map & Unit 1 Test Calculation).