Assessment Analysis Overview of the Assignment The assessment that will be reviewed in this paper comes from an advanced

twelfth grade economic class. The lesson performed before the assignment was complemented covered incentives and rational decisions. The goal of the lesson was for students to understand that incentives come in different forms and that peoples decisions are influenced by both economic incentives and other incentives. The students were asked to respond to a prompt at the end of class that asked them the following question: hat do you plan on doing after high school! Are these plans based off financial incentives or other incentives!" #tudents were given twenty minutes to complete the assignment and turned the assignment in to me$ as they e%isted the class. &%pectations 'n addition to providing the students the writing prompt$ (the writing prompt was on a slide of a )ower)oint presentation which was displayed throughout the duration of students working on the assignment* the students were given additional directions. ' instructed the students to write a written a response that had at least five sentences$ but there was no ma%imum length. The students were e%pected to address both questions and e%plain the reasoning behind their response. +owever$ if they could not answer" the questions they did not have too. ,or instance$ some students did not have a specific plan$ but ' told them to write some options they may like to pursue. A response would address both questions$ an understanding of how financial incentives differ from other forms of incentives$ and an understanding of what a plan is. A bad" response would not address the questions$ would not meet the length requirement$ and would not mention incentives

and-or a plan in their response. 'n this assessment analysis ' e%amine four student responses. Two student responses would be considered good" and two student responses would be considered bad." The students were not evaluated on their grammar skills. they simply had to convey that they understood the concepts to receive a perfect score. There are varying degrees of good and bad responses$ but the responses featured in this paper capture how the class did overall. ,our #tudent responses #tudent / The written response of student / would be classified as a response that met all of the qualifications. The student addressed all the qualifications and received all the credit on this assignment. The response provides evidence for their reasoning$ and the student wrote seven sentences$ which was over the required amount. The student was able to provide multiple reasons for their response and it was evident from the response the student knew the difference between financial incentives and other incentives. ,or instance$ the student remarked$ what 'm doing after high school is going to college and studying medicine. These plans are based off of financial and other incentives. ,inancial because in the long run$ doctors can earn enough money to support a family and live comfortable." &arning a medical degree would be great for me because ' love helping people and give me a goal to look forward to." 'n these few sentences the student shows they understand the difference between financial incentives and other incentives and defines a clear$ thoughtful plan. The student separates their financial incentives from helping people." The students response is also very detailed. The student wrote that they wanted to be single for a while and the incentive to staying single would be creating

a financial base and allowing themselves$ to live life for my self for a while." The e%amples show that the student has a strong grasp of the material because they recogni0e financial incentives and the concept of incentives in general. They have also rationally thought through their plan after high school and back this plan up with evidence. #tudent 1 The response of student 1 would be considered a response that meets the requirements$ but only meets the minimum amount required. The student wrote the minimum amount of sentences$ but was able to address both questions with e%amples and rational decision making skills. #tudent two differs from student one in a few ways. ,or e%ample$ student 1 e%plains that their plans after high school are not based solely on their own thinking. #tudent 1 states$ 2y mom never really went to college$ so she e%pects me as well as my other siblings to go in order for us to have a successful future." The student acknowledges that there are e%ternal factors influencing their understanding of incentives such as making her family proud and string for$ hopefully$ a happy life." This student shows they understand the concept fully by acknowledging that college could benefit them financially as their mother states$ and by knowing the difference between certain incentives such as making her family happy. The student meets the required length and while the student does not have a specific college in mind$ they still have a plan. 2y assumption of this particular students knowledge is that they completely understand the concept of incentives and rational thinking. The e%amples provided above show that the student understands incentives$ and how incentives have affected their plan. #tudent 3

#tudent 3 turned in response that would be considered an assignment that only partly addressed the prompt. The student only partly addressed one of the questions$ did not answer one question at all$ and did not reach the minimum requirement for length. The student did address the first question ( hat do you plan on doing after high school!*. The student responded$ After high school ' plan on attending #avannah #tate and ma4oring in business management." +owever$ the student did not address any incentives this move might have had in influencing on their decision to attend college. ithout any

e%planation of why they wanted to attend #avannah #tate$ ' do not know if they understand the concept of incentives and rational thinking. The student may not have any reason for attending this particular institute and thus does not understand incentives or rational thinking. This student only e%hibits a slight understanding of what a plan is and does not e%hibit any understanding of what incentives are. #tudent 5 The student response in the case of student number 6 would not receive any credit$ but their response is intriguing none the less. The student does not address either question$ does not discuss any form of incentive$ and did not meet the minimum requirement for length. The simply responded$ After high school ' plan on living life." hile this may seem like an answer" to the first question$ ' specifically told the students to come up with some kind of specific plan$ even if they were not sure they were going to follow through on that plan. The lack of depth in this response does not give any indication of their learning on incentives and-or rational decisions. hile the answer may

be their actual plan$ the student does not e%plain why they chose to simply live life$" and this is why the student did not receive any credit.' n order to receive any credit the

student needed to address the questions to some degree$ but it is obvious the student did not put any time or effort into completing the assignment. 'n this assignment$ the student does address any form of understanding on incentives. 7onclusion The ma4ority of the students completed the assignment and the ma4ority received a grade of a score of 89 or above. There are 16 students in the class and /6 students registered a score (89:* on the assignment. #tudents one and two both received /99s on their assignment$ while student three received a 69 and student 5 did not receive any credit. This advanced economics class has never been asked to write a written response to a prompt$ so ' was pleased to see that the ma4ority students were able to complete the assignment. ' will perform an assignment like this again in order to measure their growth.