##
* *Reflection: Performance Tasks
Graphing Quiz Day! - Section 2: Unit 1 Quiz

After grading the assessments from this unit, I saw a wide variety of student success. My students seemed to either know what they were doing or they didn't. Since our school promotes a retake policy, I allowed my students to come in and do test corrections on their quizzes. To do their test correction, for each problem marked wrong they must write 2 sentences: 1 stating why they did what they did and 1 stating why the correct answer is the correct answer. After I read through the test corrections, I determine whether the students require additional practice on and if so I give them a worksheet to complete. When they have completed that successfully, then they are allowed to take a retake.

*Widespread Student Success*

*Performance Tasks: Widespread Student Success*

# Graphing Quiz Day!

Lesson 7 of 7

## Objective: Students will be able to demonstrate their knowledge about independent, dependent and controlled variables as well as create and analyze a graph.

#### College Readiness Check

*10 min*

The goal of this lesson is to have student self-asses their behavior in the classroom and for me to assess students on their knowledge of the introductory unit. I have students self-assess because I want them to continue to reflect on classroom expectations and I want to see how they think they behave in class. I assess students using a quiz so I can gauge what students have learned in the unit. This type of assessment helps me to know what students have learned throughout the unit; it also helps students know how well they understand the learning targets for the unit.

To start off class, I have students self-assess on the College and Career Readiness Standards that we created Looks Like, Sounds Like charts for at the beginning of the year. My school is beginning to assess all students on College and Career Readiness Standards. These include: Respect, Collaboration, Time Management and Habits of Success. Teachers are expected to evaluate students on these standards every 4 weeks. I decided that it would also be good for students to do a self-assessment every 2 weeks.

I give students a form where they rate themselves on a scale of 1-4, 1 being concerned and 4 meaning great work. I also have them write about their strengths and what they can do to improve in the future. Students have 5 minutes to read through the criteria and assess themselves. After they turn this in I make my own rating for each student on their charts for each skill. They will see how their self-assessment compares to mine on Monday when they come back to class. I do this activity to make students aware of their own behaviors in the classroom.

#### Resources

*expand content*

#### Unit 1 Quiz

*40 min*

Students take the Introduction to Physics and Graphing Quiz that covers the learning targets for Unit 1. Before the quiz I have students take out their cell phones and turn them off. Then I have them spread out their desks so there are only two students per table. I do both of these to prevent cheating on the quiz. When students are finished with the quiz, they bring it up to the front. Then they take out their Chromebooks and do a reading about speed and constant velocity from their textbook, *Conceptual Physics*, as a preview to the next unit.

One important section of this quiz is the performance piece using the Plotly Graphing Questions. I have students create one of three graphs on the computers in the back of my classroom on Plotly. When students are done, I grade them on the graph that they show me. Students are only given the data table (included in the resource pdf; the graphs are also included so I can do a quick check and compare.)

The way that I create the quiz is to go through each Learning Target and write questions that assess each target. When I create units I do backwards planning so I create the learning targets first and then the tests and formative assessments and then the worksheets and activities that my students do in class.

*expand content*

#### Force Concept Inventory

*30 min*

The Force Concept Inventory is a test I use to asses students' knowledge in mechanics. Many physics teachers across the country use this as a pre and post-test to see and measure student growth. Although my students don't learn all of the concepts that appear on the test I still like to use it because each question includes many common misconceptions. The test is designed so that students can only get correct answers if they really understand the concepts.

I give students about 30 minutes to complete this 30 question inventory individually. After students take this test I look at the results to see what kinds of misconceptions my students have and what students know before they learn physics. I also like to use this test to trace students' growth throughout the semester. At the end of the semester, I give this again to students to see how they grew throughout the semester.

*expand content*

##### Similar Lessons

###### Brushing Up on Graphing (Day 1 of 3)

*Favorites(5)*

*Resources(13)*

Environment: Suburban

###### Flu Tracking (Part 3/3)

*Favorites(1)*

*Resources(25)*

Environment: Rural

###### Germaphobes, Beware!!!!

*Favorites(6)*

*Resources(21)*

Environment: Urban

- LESSON 1: First Day in a Cooperative Physics Classroom
- LESSON 2: Communication in the Classroom
- LESSON 3: Spaghetti Bridge Lab
- LESSON 4: Graphing Data in Physics
- LESSON 5: Whiteboarding Graphs Using Google Drawings
- LESSON 6: Finalizing Graphing Techniques
- LESSON 7: Graphing Quiz Day!