##
* *Reflection: Student Self-Assessment
Unit 1 Test - Section 1: College and Career Readiness Self-Assessment

This activity is good for my students to be able to self-reflect on their behaviors both in and out of the classroom with respect to this class. Since I have to rate them on these categories every four weeks, having them complete a self-assessment shows me what they think about their behaviors. Allowing them to reflect on how their self-assessment compares to mine is a valuable activity for students to see if they match what I think about their behaviors. As you can see in the student sample of CCRS Wk 3&4, she rated herself as a 1 in time management but from what I can see in class she is doing better than she thought so I rated her a 2. On the other hand, she rated herself a 4 in collaboration and I put her a little lower because there are some times she is off task when working in groups. It helps students to look past just the academic work in physics and to another important aspect: their behaviors.

*Student Self-Assessment: Self-Assessment on Behaviors*

# Unit 1 Test

Lesson 9 of 10

## Objective: Students will demonstrate their knowledge of constant velocity motion in graphical, written, and mathematical forms through a comprehensive unit test.

*70 minutes*

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.

*expand content*

#### Unit 1 Test

*60 min*

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).

*expand content*

##### Similar Lessons

###### The Constant Area Model, Day 3 of 3

*Favorites(0)*

*Resources(9)*

Environment: Suburban

###### Inequalities: The Next Generation

*Favorites(2)*

*Resources(19)*

Environment: Suburban

###### Addition and Subtraction One Step Equations

*Favorites(93)*

*Resources(19)*

Environment: Urban

- LESSON 1: Physics Family Day!
- LESSON 2: Dune Buggy Lab
- LESSON 3: Multiple Representations of Motion, Day 1
- LESSON 4: Multiple Representations of Motion, Day 2
- LESSON 5: A Deeper Look at Motion
- LESSON 6: Graphing in Groups
- LESSON 7: Constant Velocity Mathematical Model, Day 1
- LESSON 8: Constant Velocity Mathematical Model, Day 2
- LESSON 9: Unit 1 Test
- LESSON 10: Constant Velocity Lab Practical