## Reflection: Student Communication Complex Numbers Assessment - Section 2: Go!

This reflection may seem a bit different from most, however I feel compelled to share it.  While students were working on the test I walked around observing and offering clarification.  One student raised his hand and when I got to him, stated with some frustration "The right answer to this problem isn't listed as one of the choices - something is wrong with this test."  I looked over the problem (#10) and the answers and assured the student that the correct answer was indeed among the choices listed.  He again insisted that he'd worked it through several times and knew the answer he got was correct and was NOT listed.  Instead of just leaving him to his frustration, which probably affected the rest of his testing, I asked him to show me his work.  He was happy to prove his point and this gave me the opportunity to gently ask why he'd written an "i" with the denominator as well as the numerator.  His "ah-ha" moment was priceless and my slight intervention allowed him to finish his test successfully.  It also empowered his mathematical understanding by finding his error rather than just telling him what he was doing wrong or letting him continue to struggle. I've learned that sometimes being flexible about what "testing" means can bring very positive learning results.

Assessment Assistance?
Student Communication: Assessment Assistance?

# Complex Numbers Assessment

Unit 4: Complex Numbers
Lesson 8 of 8

## Big Idea: This assessment is great practice for standardized tests like the ACT and SAT.

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Standards:
Subject(s):
Math, Algebra, Quadratic Equations, complex numbers, Algebra II, master teacher project, algebraic methods, algebraic terminology, 11th Grade
55 minutes

### Merrie Rampy

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