Apprentice Teaching in Secondary Mathematics and Science Formative Assessment Assignment and Analysis Directions: 1.

Select four formative assessments from 75 Practical Strategies for Linking Assessment, Instruction and Learning. Describe the assessments that you selected and attach the assessment. (4 pts) o The first assessment I tried was a K-W-L chart. I used this at the beginning of the chapter on area to try and see what the students knew about area and what their misconceptions were. o The second assessment was to create your own problem for the section we learned about today. Students worked to both create and answer a challenging problem that I may put on a future test. o The third assessment I did was a warm up problem for them to do in groups and turn in when they are finished. This warm up had to do with area of a shaded region and one of the questions was a fairly straight forward and one required more thinking. o The assessment I selected was an exit ticket that was designed to test the knowledge of what they learned that day, areas and volumes of prisms, as well as to stretch the knowledge of what they know to apply it to what they will be learning the next day, area and volume of cylinders. How did you choose the assessment technique and the content assessed? (4 pts) o I chose the KWL chart because I wanted to see what they knew about area already so that I could then spend less time on what they knew and more on what they didnt or on fixing misconceptions if they had them. o For the create your own problem, I wanted to see how challenging a problem they could come up with, because the better you understand what you learned, the better a problem you could come up with. o The third and fourth assessments were chosen because often the students finish their work 5-10 minutes early and pack up and go and stand by the door of the classroom, so giving them an exit ticket that they have to work on in partners that I am expecting them to turn in before the bell rings both fills that time and gets them to think a bit more and giving them a challenging warm up also helps to make sure they then have to work until the bell to finish their assignment. The warm-up/exit ticket questions required them to apply what they had learned that day as well as having them stretch their knowledge and apply it to a harder problem. What standards did the assessments address? (4 pts) o I really dont have standards for the areas, I cant find what fits what I was teaching. o CCSS.Math.Content.7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. o CCSS.Math.Content.HSG.GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.. 2. Administer the assessments and collect student artifacts. How many students and which grade level did you assess? (1 pt) I assessed 50 students that are in honors geometry so there was one 9th and 12th grader and the rest were either 10th or 11th. What accommodations did you make for students with different learning styles and needs? (1 pt) Students that looked like they were struggling I took over the cylinder manipulative and was able to show them the relationships between the prisms and the cylinder. Working with partners also helped

Apprentice Teaching in Secondary Mathematics and Science

this, for the most part one person was good at interpreting the question or drawing the picture and explaining it to the other partner. For the most part I saw most people working together on this. 3. Select 1 of the assessments and develop a detailed rubric for scoring the assessment. Use the appropriate content rubric to help you develop the rubric for your assessment. (6 pts) Levels Extended abstract Explanation of the levels Students generalize the structure to make it new and more abstract. Typical student responses at each level of reasoning on the best concert tour task Students can successfully solve for all the aspects of the question for the rectangular solid and regular hexagonal prism as well as, coming up and solving the cube problem and making the formula for L.A., T.A., and volume general so that they can correctly solve for the cylinder. Students can successfully solve for all the aspects of the question for the rectangular solid and regular hexagonal prism as well as, coming up and solving the cube problem, but they fail to extend what they know from the rectangular prism to the cylinder problem. Or They attempt to solve for the cylinder but get an aspect of the formulas/answers incorrect Students can successfully solve for all the aspects of the question for the rectangular solid and regular hexagonal prism, but cannot extend their knowledge to the cylinder and cube problems. Students can successfully identify the formula for L.A., T.A., and volume but can only successfully solve for one aspect, or for the entirety of the rectangular solid problem, the most straight forward problem. Students recognize that they need to use the L.A., T.A., and volume formulas and the given values but do not know how to apply them appropriately.

Analytical

Students integrate the ideas to create a meaningful structure.

Quantitative

Transitional

Students can identify mathematical ideas in a quantitative way but cannot integrate these mathematical ideas during the task. Students focus on only one aspect of the solution.

Idiosyncratic

This level is based on subjective reasoning with unrelated data and is affected by subjective beliefs and personal experiences.

4. Analyze student results using the rubric. Describe in detail how the students responded to the assessments and how they performed. (3 pts) Because I used this as an exit ticket the students did not really want to do it at first, but after I handed it out and let them know they could work in 2s or 3s they were less apprehensive.

Apprentice Teaching in Secondary Mathematics and Science

Overall, the students excelled at the first two problems that were a more straight forward use of what they had learned that day. About a 25% of them skipped the cylinder problem and still successfully worked out the cube problem without too much trouble. About 10% skipped both the cylinder and the cube problem. About 30% of them attempted the cylinder problem and most of those applied the formula and worked out the problem successfully.

Include actual samples of student work. (3 pts)

5. Reflect on student understanding based on results obtained using the rubric. Were you surprised at how the students performed on your assessments? (2 pts) I wasnt really surprised, the ones who did well with the problems are the students that are more willing to figure out answers to questions even if they dont have all the information and the ones who solved the first two did do the work but only what is given them and that is easy to understand.

Apprentice Teaching in Secondary Mathematics and Science

What do you know about the thinking patterns of the students in your class after having performed the assessment that you didn't know beforehand? (6 pts) I know that after doing classwork most of them are able to apply what they have learned to similar problem, but they have a harder time applying what they have learned to a slightly different case, the cylinder, or using algebra, the cube problem. It also makes me wonder what would happen if I didnt have them working in 2s and 3s. Would they have done as well if they didnt have someone to bounce ideas off of or to help them interpret? Because the strongest answers came from the groups with students who fully understand the material, and usually do not have a problem working with the challenging problems. I also learned that they are very reliant at having the full formula in front of them and not being able to figure it out from what they know they have to find and their prior knowledge.

6. Address how the assessment will inform your instruction and address student needs. Discuss the instructional implications stemming from the assessment (i.e., how will the results alter the way that you teach the class now that you have more information about how they think)? (6 pts) I will try to make sure that I derive the formulas more blatantly when I teach them, so they dont have to rely on me having the formula written on the board or it being in their notes. It also showed me that this is a good way to keep them engaged until the end of class. Even though I had to give a few hints/ creative questioning, they actually did stretch their thinking to answer the problems. This shows me that I can give them the challenging problems, and giving them enough time they can solve them. (I also learned that they do know how to include units)

Due Date:

____/40 points