How much have you learned? Unit Assessment

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SWBAT demonstrate what they've learned in the Bivariate Data Unit.

Big Idea

Summative exams should be carefully thought out.

Launch: Exam and Rubric

5 minutes

Before students beginning today's exam I stress the fact that they need to write complete sentences when answering the written response questions. I say, "I want detailed responses because I want to see a lot of evidence showing me what you have learned." Then, I distribute Bivariate Data Unit Assessment. I will assess students work on the exam using the Academic Scoring Rubric. Although they are already familiar with it, I give students a copy of the rubric to refer to as they work on the exam. 

Some notes about the scoring of the exam:

  1. Multiple choice, True or False, and matching questions are evaluated using the same scale, a 6 meaning getting all questions right. To simplify correcting these, I try giving 6, 12, or 18 questions (multiples of 6) of these type of questions. Since I grade by standards, I make sure that each set of 6 questions target one standard.  
  2. The Academic Scoring Rubric helps me to determine a student’s level of proficiency on a given standard/benchmark.  


During the exam

50 minutes

I've prepared the 12 questions for today's test in consideration of the following design goals: 

1. Since the purpose of the assessment is to determine how well my students have mastered the unit objectives, I create questions that parallel the content covered and the objectives identified for the content taught. 

2. When writing higher order questions I'm careful not to write questions that "trick" students. This is not my intent.

3. I always use formats that match those used during instruction and are at my student's developmental level. I try hard to make instructions clear, explicit, and unambiguous.

4. I think ahead on how I'm going to score the exam, and make sure students are aware of this. I make sure students see the rubric as well.

5. The time spent on the different benchmarks targeted in the unit should generally be represented in similar proportion on the exam. 

6. I always try to write questions on the exam in the same order the topics were taught. For example; if scatter plots, best fit lines, and two-way tables were delivered in that order, those items will generally appear in that order.

7. I never write problems that target the same benchmark in different places on the test. Order is better for the brain. Example: I would not write a two-way table problem at the beginning of the test, and then another further down. I rather write both two way table problems consecutively. 

8. I try to include options for some items. Providing choices for testing the same benchmark is always appreciated. There are 12 exam questions here, but providing different options for the same topic and asking students to choose really helps.