Reflection: Checks for Understanding Writing the Equation of a Line - Section 3: Quiz: Arithmetic Sequences


As I noted in the narrative video about today's quiz, the mark I'll record in my gradebook is for Mathematical Practice #7.  Assessing an MP is different from assessing a content standard.  Many content standards are binary - for example, can a student determine the equation of a line from two points or not? - and even for those that are not, it's a just a matter of leveled work.  The MP standards, on the other hand, are fluid.  They exist for all grade levels from K to 12, and ideally, even within a given school year, "mastery" will shift further to the right as students make progress through the year.

So what am I assessing on this quiz?  What information do I and my students gain from it?  I record one hard data point for each student, and there's soft data that I'll use in the upcoming days.

On the front of the quiz, students show me what they know about sequences.  I'm not as much grading the work I see as I am checking the evidence of what students know so far, so I know how much I need to reteach and how quickly I can move on.  Students are allowed to use their notes, so I'm also learning how well students can use what they've seen over the last few days.

The grade - the hard data point - is on MP #7, and what I'm really looking for is how well students can use what they know so far about sequences and linear functions to solve a problem they haven't seen before.  When I record a grade, it serves as a baseline for how well students will be able to solve other novel problems, throughout the year, by using what they know.

And that's what I tell students.  When I assess this learning target, it's an indication of how well they can apply what they've learned to trying new problems.  In fact, that's another popular framing of MP7: "I can use what I know to solve new problems."  Between now and June, the problems might get more complex/difficult, but I'll have a set of grades that tell me and my students how well they can apply existing knowledge.

  What Kind of Assessment Data?
  Checks for Understanding: What Kind of Assessment Data?
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Writing the Equation of a Line

Unit 7: Lines
Lesson 4 of 10

Objective: SWBAT write the equation of a line through two points, by seeing what slope and the y-intercept represent on a graph.

Big Idea: This fast-paced lesson allows students to shore up their conceptual knowledge of slope-intercept form by making connections between arithmetic sequences and linear functions.

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