##
* *Reflection: Unit Exams
Cumulative Exam - Section 2: Taking the Exam

When I decided to pare down the test, I looked for a couple of things.

First, were any of the questions redundant? My goal with this test is to assess student mastery of a variety of concepts & skills. If questions 1 and 2 both assess the same skill or concepts, then I can eliminate one of them.

Second, do any of the questions require more time than they are worth? An open-ended or free-response question often takes students much longer to complete, so it had better allow me to either assess multiple points at once or one *very important* point.

In this case, I removed a free response question about the historical/logical development of the number system. It was interesting, but it wasn't worth the time it would take. Also, I anticipated that many students would have trouble answering it to my satisfaction. I also removed question involving a simple application of the Fundamental Theorem of Algebra. In this case, the question was redundant. There was another question that would assess the same thing, so I eliminated the one that seemed less important.

*Deciding What to Remove*

*Unit Exams: Deciding What to Remove*

# Cumulative Exam

Lesson 2 of 2

## Objective: SWBAT demonstrate mastery of the various concepts, procedures, and skills included in the course to date.

## Big Idea: Summative assessment includes the most important concepts, procedures, and skills included in the course to date.

*46 minutes*

#### Administering the Exam

*2 min*

After the previous day's review, all of the students should know what to expect for today. As students enter the classroom, they will see instructions on the whiteboard telling them to take out a sheet of graph paper for scratch work, a calculator, and, of course, a pencil and eraser. Once everyone is present and ready, I'll hand out the Quarter 1 Exam and wish them all "Good luck!"

During the exam, I make a point of wandering the classroom to discourage cheating (I hate to think my own students would cheat, but I'd rather not encourage them by looking the othe way). I also am on the lookout for any students who have clearly misunderstood one of the questions and are simply wasting their time. In those case, I'll quietly ask the student to carefully re-read the question before going any further. Unfortunately, I don't think it would be fair to give them any more specific guidance than that, so if they don't see what they're doing wrong, I'll have to just let them go. If *many* students appear to misunderstanding a question - not just doing incorrectly, but failing to understand what's being asked of them - and it seems to me that the question might be poorly phrased, I will call for everyone's attention and quickly explain the question for everyone.

#### Resources

*expand content*

#### Grading the Exam

*1 min*

Please refer to my lesson *Complex Numbers Test* and see the section called "**Scoring the Test**" for details on my methods of grading tests. In that lesson, you will also find a sample scoring guide for the test showing how I assign points for partial credit on various problems.

One of the purposes of this cumulative test is to give each student a clear indication of where they stand with regard to the course overall. They can ask themselves, "If this were the final exam at the end of the year, would I have passed the class?" Based on this test, they should be able to answer that question clearly.

*expand content*

- UNIT 1: Modeling with Algebra
- UNIT 2: The Complex Number System
- UNIT 3: Cubic Functions
- UNIT 4: Higher-Degree Polynomials
- UNIT 5: Quarter 1 Review & Exam
- UNIT 6: Exponents & Logarithms
- UNIT 7: Rational Functions
- UNIT 8: Radical Functions - It's a sideways Parabola!
- UNIT 9: Trigonometric Functions
- UNIT 10: End of the Year