Assessment Plan

Brian Ross

! !
Pre-Assessment! !

Assessment Plan!

! ! !

The beginning of my geometry unit occurred several days before the rst lesson

with the administration of my pre-test. After looking through various pre and post assessments that my mentor teacher had used in the past, I decided to create my own online test. I used Google Forms to create the eighteen question test (Appendix 1) and then linked it to my online classroom website, www.mrrossclassroom.weebly.com. ! ! The test was designed to give me at least two data points for each major concept

that I originally planned to teach. For example, those eighteen questions allowed me to assess students current understanding of angles, triangles, quadrilaterals, shape identication, two-dimensional measurements, coordinate graphing, symmetry, and the real world application of geometry. After making nal test question adjustments with my mentor teacher, the assessment was administered. Students completed the pre-test by logging into it from the class set of laptops.! ! After I had compiled the data, I organized it according to the content areas listed

above. I then scored each students responses and organized them for each section of the unit. This gave me a class ranking for each concept that was to be taught (Appendix 2). As my lesson progressed, I was able to use this information to differentiate assignments, strategically organize groups, and identify students that required specialized attention.!

Assessment Plan !

Brian Ross

The use of an online, electronic pre-assessment provided multiple advantages

over a traditional pencil and paper test, but it also had some limitations. On the positive side, the use of an online test gave students authentic electronic test taking practice (an important skill in our current educational environment), improved student engagement (they were excited to use the computers), and sped up the process of collecting and analyzing data (it was automatically compiled in a spreadsheet). On the other hand, using an electronic test restricted the types of questions I could ask, made it more difcult for some students to perform calculations, and opened up the potential for technical difculties.! ! Although I believe the benets of using an electronic assessment ultimately

outweighed the drawbacks, it did cause two unexpected challenges. First, I was limited in the types of questions I could ask by the options available in the software. Had I opted for a pencil and paper test, I could have utilized matching, labeling, and drawing types of questions. As it was, I had to choose from multiple choice, check-all-that-apply, choose from a list (a different form of multiple choice), and short answer responses. As a result, I made sure to utilize each of the types of questions so that I could gather data in as many ways as possible. This decision led to my second unexpected challenge.! ! The use of check-all-that-apply questions proved to be challenging to assess.

Unlike multiple choice, choose from a list, and short answer questions, which were either right or wrong, the check-all-that-apply technique made partially correct answers a possibility. For example, Question #2 asked, Which of the following shapes are quadrilaterals? Check all that apply. The possible responses were, Square, Trapezoid, Rectangle, Parallelogram, Pentagon, Triangle. This question resulted in every

Assessment Plan

Brian Ross

combination of correct and incorrect responses, making it hard to determine the depth of each students understanding.! ! I contemplated several methods for scoring these types of questions before I

nally settled on what I considered to be the best option. To begin, I determined that since there are four correct responses, a perfect answer was worth four points. I then considered making each correct answer worth one point and each incorrect response worth negative one point. For example, if a student checked the square and rectangle boxes, that would be worth two points. If another student selected square (correct), rectangle (correct), and pentagon (incorrect), they would receive 1 point (1+1-1). After considering the possible implications of this technique, I decided against it. Instead, I concluded that checking an incorrect box meant that the student didnt actually comprehend the concept being tested. For example, indicating that a triangle was a quadrilateral suggested that the student didnt truly understand what a quadrilateral was (or possibly a triangle). As a result, I gave any response with an incorrect option zero points. Each response that did not have an incorrect answer got a point for each correct response, even if every correct option wasnt selected. For example, a student who selected square, parallelogram, and rectangle received three points.!

!
Post-Assessment! ! In order to get as accurate of a glimpse into student learning as possible, I used

the same assessment for my post-test as I did for my pre-test. However, I removed, added or edited some questions to better assess the actual content covered during the unit, as opposed to the material I thought may be covered when the pre-test was given.

Assessment Plan

Brian Ross

For example, I didnt end up having enough time to revisit symmetry (it is in the fourth grade standards), so I removed those questions. I also added questions about calculating the area of a triangle since we were able to cover that material. Finally, I also added questions about one dimensional geometry, coordinate graphing, and twodimensional calculations since those made up a major portion of the unit. The result was a nineteen question post-assessment that looked similar to the pre-test, but not identical (Appendix 3).! ! I used the responses from the post-test to assess student learning in two

different ways. To begin, I scored students answers according to the same criteria I used on the pre-test. While I still dont believe that the check-all-that-apply questions were the best method for measuring student learning, I feel that the technique used on the pre-test is the best approach for making the most of the data I have. By keeping most of the questions and the method for scoring them the same, I was able to get direct growth data for sixteen of the questions (see Section 3, Data Analysis for more information).! ! The second way in which I assessed student learning was by simply scoring and

analyzing students responses on the post-test. Although this strategy didnt give me information about growth in student learning, it provided insight into which students were still struggling with which concepts. This was important assessment information because it gave me an idea about which concepts I need to spiral back in with my future math teaching.!

! !

Assessment Plan

Brian Ross

!
Summative Assessments! ! In addition to the post test, I used homework assignments as another form of

summative assessment. In total, there were eight assignments that varied in style, difculty, and value (Appendices 4 - 11). Homework assignments were graded based on the standard of one point possible for each component required. This proved to be an effective system for keeping expectations consistent, which was important given the diversity of the homework assignments.! ! Although the homework counted as a summative assessment, it was more

important to me that students understood the material than it was to give them a grade that reected their initial comprehension. As a result, it was my practice to hand back work that didnt reect an adequate understanding of the material. On each returned assignment, I wrote a short note to the student that attempted to clarify any misunderstandings, as well as offer my assistance in completing it. Students were allowed to redo their work as often as they wished without any kind of penalty. This not only improved their scores, but also helped me clear up several misunderstandings. Examples of student work can be seen in Appendices 4, 5, 8 and 10.! ! One dilemma I encountered with summative assessments was deciding how

much of a students grade should be determined by the homework and how much should be dependent on the post-test. If I left the post-assessments value at the twenty three points that were possible, it made it less important than one of the homework assignments. In my opinion, that greatly diminished the importance of the test. On the other hand, if I weighted it the same as the total of all the homework assignments, it

Assessment Plan

Brian Ross

overemphasized the value of the test. As a result, I decided that one third of a students grade should be determined by their post-test score and the remaining two thirds decided by their homework scores. This rewarded the students who did well on the test without overly penalizing those who struggled on the test, but faithfully completed their homework.!

!
Formative Assessments! ! Formative assessments were the mechanism through which I adapted my

lessons, modied the unit, and differentiated assignments. In addition to the post test, I also relied on the coordinate graphing game (Lesson 1), coordinate graphing exercises (Lessons 1 - 3), observations during in-class activities, exit cards (Appendices 15 and 16), SMART Board activities, classication games (Lessons 6 and 8), and the post-test review game (Lesson 13) to make formative assessments.! ! One example of how formative assessments steered the course of my teaching

occurred during Lesson 3, which took place on a Monday. Heading into the week, I wanted to discover how much of the previous weeks material my students understood. To do that, I created a SMART slide that had four black boxes on it. Within each box was the denition of a one-dimensional shape that we had already studied. Around the boxes were the names of each student and a picture of the four one-dimensional shapes. At some point during the transition time leading into math, students were asked to drag their name behind the denition that corresponded with their assigned picture. For example, if Student X had a ray above her name, she was supposed to drag it behind the box that said, A part of a line with a single endpoint. This required students

Assessment Plan

Brian Ross

to accurately identify their shape and match it with its formal denition. As I discreetly watched students complete the task, I was surprised at how much better they understood the material than I had anticipated. As a result, I moved through the review material at a much quicker pace and didnt return to it like I had originally planned.!

!
Performance Task! ! The performance task that I used to enhance student learning and provide

assessment data does not t within the connes of my work sample unit. In fact, it is a three-month-long community service project that incorporates geometry (coordinate graphing, polygons, angles, perimeter, area, volume), measurement, mathematical conversions, writing (persuasive business letters, proposals), public speaking (presentation of the proposal), science, physical education and art. It is also designed to teach students about goal setting, work ethic, community service, and the sense of pride that comes from being part of something larger than oneself.! ! With help from my mentor teacher and myself, my class is designing, calculating,

acquiring permission, nding donations, and building a walking trail around the perimeter of the schools property (Appendix 12). To turn this task from an exciting idea into an actual trail on the ground, students will have to create a proposal, present it to the necessary stakeholders (school principal, superintendent, school board, athletic director, high school shop teacher, parent club, landscaping company, wood chip company, sign company, and paving stone company), acquire permission and materials, recruit volunteer help, and donate some out-of-class time to build it. As of the date this was written, all permission, funding and materials have been secured!!

Assessment Plan !

Brian Ross

The scope and authenticity of this performance task have created countless

benets to student learning. For example, before my mentor teacher and I revealed our plan to the class, we took our students on a walk where the trail would be. During those forty-ve minutes, students not only had the opportunity to get out of the classroom, exercise, and enjoy nature, they also were able to explore and ask questions that they were truly curious about. As a result of their inquiries, I was able to teach them the difference between mole, gopher and vole holes, what kind of animal was responsible for all the scat that we found (nutria), and what the inside of preyed upon duck eggs looks like (a student found them and we dissected them back in the classroom). Additionally, a man working for the city was ushing a re hydrant while we happened to be walking by. This proved to be an excellent opportunity for students to practice their formal conversation skills, as well as learn about what he was doing and why. After our discussion with him, we were also able to build a math problem out of the information he gave us, calculating how many gallons/minute of water he ushed, and guring out how many re engines worth of water that equaled.! ! Another major benet of this project is that students are intrinsically motivated to

work on it. After their overwhelmingly positive experience walking where the trail will be, they are excited to enable others to have similar experiences. As a result, they are working towards a collective goal that they are passionate about as opposed to an extrinsic motivator such as a points towards a grade. For this reason, I decided that it would be detrimental to my students to turn this project into a summative assessment. Instead, I simply checked in with student committees as a formative assessment to monitor their progress and clear up any misconceptions. The pride that these students

Assessment Plan

Brian Ross

will feel upon the completion of this project is far more valuable than a grade. However, if I had decided to turn this project into a summative assessment, I would have used the rubrics found in Appendix 13.! ! The third major benet of this performance task is that it gives authentic meaning

to the work required. Students are no longer solving math problems, writing letters, and giving presentations just because their teacher asked them to. Rather, they have a real purpose that requires interacting with people beyond the classroom. The fact that they have to solve math problems, write letters, and give presentations in order to accomplish their goal is simply part of the process. This allows me to be more of a facilitator and guide as opposed to an instructor.! ! ! ! !

!
! ! !