4.

ASSESSMENT PLAN

Overview of Assessment Plan (Showcase Lesson)

I designed three forms of assessments to monitor student progress towards the learning objectives for the unit on ratios and proportions.
Lesson Obj.
Lesson 1 Objective 1
Preassessment

Assessments

Format
Prior to the lesson, I assessed the students previous learning using a pre-assessment test. This assessment contained five (5) problems, which required the students to determine the ratio using the information in the written sentence. Throughout the lesson, I observed the students and took anecdotal notes. Using the notes and my observation, I was able t assess the students progress in working as a group and in determining the ratio and percentages of shots made/missed. At the end of the lesson, students completed a postassessment containing five (5) word problems. I assessed the students on their ability to determine the ratio and compute the percentage using the quick method. I provided each student with an evaluation of his or her cooperative learning experience. Using a teacher-created rubric, I assessed their ability to work as a group in completing the assigned activity.

Accommodations

Given four word problems, the student will convert ratios to decimals to percentages with 75% accuracy. 7-1.8
Objective 2 Upon completing an activity, students will make mathematical connections as a team when problem solving a ratio activity scoring at least 10 out of 15 possible points using a rubric. 7-1.7

Use of hand held calculators Extended time for assignments and tests Written and oral directions

During Instruction

Postassessment

Assessment Formats
Warm-up Activity (Assessment of past instruction)

Name_______________ warm uP 1. Rewrite each statement using a fraction: A/B __________________

Five days out of every seven days I go to school.

2.

Four months out of every year it snows.

___________________

3.

It rained fifteen days in March. _________________________

Using the information below, COMPLETE the sentence. You have a bucket containing the following pieces of candy: 5 Candy Canes 5 Tootsie Rolls 6 Chocolate Kisses

4.

Out of sixteen pieces of candy, ________pieces are chocolate flavored.

5.

I ate _______ out of _______ pieces of candy from my bucket.

Progress Assessment: Basketball Ratio

Student Name ____________________________
Need to Work on This Score 1 -Noisy -Moved too slowly -Interfered with other groups -Noisy -Failed to take turns -Failed to listen

Class Period ______

Outstanding Score 3 -Moved efficiently and quietly into group, ready to work

Getting Set
Score ______

Being

Successful Score 2 -Moved to group reasonably well, ready to work -Needed a reminder or two from the teacher -Worked reasonably well together -May have needed a

-Worked quietly with the group -Took turns

Considerate
Score ______

-Hurt feelings of others in the group -Argued or interfered with other groups -Off task -Wasted time -Argued -Unable to work out problems without teacher intervention -Unprepared -Unable to decide who needs to do what -Failed to share work or meet deadline -Work done in a rush -Failed to follow rubric or activity instructions -Failed to follow assigned tasks for role - Failed to work well with group - Failed to pull fair load or interfered with other groups

reminder or two from the teacher

Doing Assignment
Score ______

-Stayed on task most of the time -Everyone did his share -Finished on time -may have needed a reminder or two from the teacher

-Listened to others ideas in the group -Supported and helped each other group member -Stayed focused -Everyone worked well together to accomplish assignment goals

Quality of Work
Score ______

-Work done carefully, following guidelines of rubric or activity instructions

Individual Role
Score ______

-Worked reasonably well with group -Did fair share of work -may have needed a reminder or two from the teacher

-Extra work put into assignment - Met criteria for an outstanding assignment or completion of group activity -Worked well with group -Did fair share of work and helped others in the groups be successful

Post-Assessment Find the ratio of orange flowers to pink flowers; SIMPLIFY your answer, then convert to decimal, and then percentage.

RATIO _____________ DECIMAL ___________ PERCENTAGE OF ORANGE FLOWERS____________

What is the RATIO of orange squares to white squares AND THEN use the calculator to find the PERCENTAGE of orange squares to total squares?

RATIO ____________

DECIMAL _____________PERCENTAGE ___________

In the following diagram find the RATIO of green balls to total balls; THEN convert the ratio to a decimal and calculate the PERCENTAGE of green balls to total balls.

RATIO _____________ DECIMAL ____________ PERCENTAGE OF GREEN BALLS ______________

What is the percentage of goldfish to total fish?

Mrs. Latham has an

containing 8 guppies, 3 tetras, and 6 goldfish.

PERCENTAGE OF GOLDFISH IN THE AQUARIUM _______________

Analysis of Post-Assessment Results

Presented in this table is an analysis of the post-assessment results for Objective 1. The class average was 62%. This average is not acceptable. I will re-create the lesson and teach the different types of ratios in isolation. Student Student D % Correct 4/12 - 34% Comment
-Student does not have an understanding for converting decimals to percentages. Student did not answer. -Student has difficulty determining part-to-part and part-towhole ratios. -Student needs additional instruction: one-one or small group. -Student has a clear understanding of converting a decimal to a percent. -Student has an understanding of part-to-part ratios, but not the part-to-whole ratios.

Student SC

9/12 - 75%

Student N

9/12 - 75%

Student X

5/12 - 42%

Student S

9/12 - 75%

Student R

6/12 - 50%

Student K(m)

4/12 - 34%

Student K(f)

12/12 - 100%

-Student has an understanding of converting a decimal to a percent using the "quick method". -Student has an understanding of part-to-part and part-towhole ratios. -Student requires steps in calculating ratios to percentages. -Student showed his work when using the "quick method" for converting a decimal to a percent. -Student does not have an understanding of part-to-whole and part-to-part ratios. --Student has an understanding of converting a decimal to a percent using the "quick method". -Student has an understanding of part-to-part and part-towhole ratios. -Student requires steps in calculating ratios to percentages. -Student does not display an understanding of converting ratios to decimals. -Student does not understand the relationship of division and fractions -Student has an understanding of part-to-part and part-towhole ratios. -Student does not display an understanding of converting ratios to decimals. -Student does not display an understanding of part-to-part and part-to-whole ratios. -Student requires steps in calculating ratios to percentages. -Student needs additional instruction. --Student needs additional instruction: one-one or small group. -Student has a clear understanding of calculating ratios and converting them to decimals and then to percentages. -Student has a clear understanding of part-to-part and part-towhole ratios. -Student is able to use steps for the "quick method".

Presented in the table below is an analysis of the post-assessment results for Objective 2. The class average was 11.25. After reviewing this post-assessment and observing the students, I determined that I would use a class period to review the elements of cooperative learning groups and continue to use this form of instruction. It encourages positive behavior and develops teambuilding skills. Student Student D Points Earned Comment D's role was coach of the white team. He needs additional practice and a better understanding of the role he played as coach. He needs to develop motivating techniques. This in turn will help him to learn to motivate himself. Student SC's role was timekeeper. In this activity, a

10/15

Student SC

12/15

Student N

12/15

Student X

10/15

Student S

12/15

Student R Student K(m) Student K(f) AVERAGE

10/15 12/15
12/15 11.25

timekeeper was not necessary. I should have provided this role with an additional responsibility. N was a good recorder. She paid attention to her player's made/missed shots. X was the coach for the gold team. Several times, I observed his team telling him to motivate them. He needs "coaching" on the skills needed for motivating and managing a team. S was a player. She showed enthusiasm when participating in this activity. With additional practice, I think she could become a coach. Student R was a timekeeper. She did not seem too enthusiastic. Like student SC, R did not have much of a role to play in this activity. Student K(m) was a recorder. He did a good job in tallying the made/missed shots. K was a good player. She tried her best to make points and then she helped with computing the final results.

I researched some ideas for assessing learning. I found a great idea on this website: https://www.teachingchannel.org/videos/daily-lesson-assessment. Using a teacher created stop light, the students use sticky notes to post their learning. They can post a note on the GREEN light to share what they learned. They can post on the YELLOW light any questions they still have. On the RED light, the students post where their learning stopped. I think this is a great idea. I am able to gather the notes and assess the lesson.