A S S E S S M E N T

Overview: Describe the multiple assessments in your unit plan, whether they are formative or summative and alternative or traditional. Include a description of the project and
how it relates to the driving question. (This paragraph is a “big picture” of your assessment plan, your various approaches to assessment, and how it relates to your unit.)

USE OF MULTIPLE ASSESSMENTS

Formative Assessment: What is formative assessment? What role does it play in teaching and learning? What types of formative assessments will you use in your unit?
When/how? Describe at least three formative assessments techniques used in your unit. These may include formal assessments like interviews, checklists, exit slips, group
activities, etc. and informal assessments like listening to student discussions and observing student work. However, your description of formative assessment must contain at
least 2 formal assessments (you may not rely solely on informal formative assessment to inform decision making). In your description, include the assessment, a short description
of its use (e.g., how and when you will use it), and what you hope to glean about student understanding through its use.

Summative Assessment: What is summative assessment? What role does it play in teaching and learning? What types of summative assessments will you use in your unit?
Describe at least two summative assessments you will use in your unit, including the final project/artifact. In your description, include the assessment, a short description of its
use (e.g. how and when you will use it) and what you hope it will tell you about student understanding. Be sure to address how the final artifact/project acts as a summative
assessment for your unit.

Reflective Assessment: A reflective assessment allows students to reflect on the results of one of their assessments and analyze their own level of learning. This is different than
reflecting on their development of content understanding. Describe a reflective assessment in your unit plan and how it promotes student understanding.

LESSON OBJECTIVES & ASSESSMENTS

Complete the table below indicating the connection between each individual lesson objective and all formative, summative, and reflective assessments that address it. Indicate
whether or not the assessment is a learning milestone for the unit.

Relevant Mile-
Lesson objectives Formative assessments Summative/alternative assessments
lessons stone

SWBAT solve quadratic
equations using factoring
and completing the square.
SWBAT solve for zeros,
maximums, and minimums.
SWBAT find the maximum
and minimum by
completing the square.
2, 3 Students will complete a bell work during day 4 over these Students will take a quiz at the end of the first week. They will be X
topics. The first question will ask students to solve the given a quadratic function and asked to solve the quadratic function
quadratic by factoring and finding the maximum or by factoring. They will be given another quadratic function and will
minimum. The second question will ask students to solve the be asked to solve it using the quadratic equation. They will be given
quadratic with the quadratic equation and find the one more quadratic equation and will be asked to solve it using
maximum or minimum. completing the square and will be asked to find the max/min of the
function.
The final project that answers the driving question requires the
knowledge of solving quadratic functions. Through their project,
students will also be assessed on their knowledge of solving quadratic
equations.
SWBAT find the quadratic
function for a given set of
data and estimate new
values based on the model
they obtained.
4, 5 Students will be given a quiz at the end of the first week. They will be
given a table of values and use a graphing calculator to curve fit.
Students will then be asked to estimate a future value based on their
data model.

SWBAT explain how the 6, 7 Students will be given an exit slip at the end of the two Students will be given a quiz at the end of the week. The problem will x

values in a quadratic
function affect the graph of
the function.
days. The exit slip will ask the students to explain what give students a value such as a=2, ask students how this will affect the
each of a,b,c do in the quadratic function equation and give graph, and then have students graph the given function.
specific examples of numbers and how this will affect the
graph. The final project/artifact will require students to know how to
manipulate quadratic functions. Students correctly obtaining their
projectile motion parabola will demonstrate if they can correctly
manipulate variables.

SWBAT determine whether 9 Students will engage in a discussion at the end of class Students will need to understand the concept of projectile motion in x

or not their predictions
were correct about the
basketball going into the
hoop based on their
parabolic model.
about how projectile motion and quadratics are related and order to successfully complete their project. Students will need to
what they found within their investigation. explain in their projects how quadratic functions and projectile
motion are related as well as how velocity could affect this.

SWBAT explain data
collected about Olympic
snow park jumps and
explain how this data will
affect the creation of their
snow park jump
10 Students will turn in their data that they found through Students projects will need to incorporate the data that they found.
research as well as answer a question asking them how this Their jumps should account for skiers and snowboarders taking off in
data relates to their own personal snow jump. a range of velocities and should show that the jump will work for this
range. Students will also discuss the average heights and how this
helped them decide how to build their snow jump.

Learning Milestones: Provide short descriptions for each of your milestones with an indication of where students should be in the unit in relationship to the milestone, the
content related to the milestone, and how assessment(s) will provide feedback on student achievement related to the milestone(s).

The first milestone is solving quadratics. After this lesson, students should be able to solve quadratics and should be able to use this information to find the maximum height of
their jumper as well as where the jumper will land in their snow jump model. The bell work problems will allow students to check their understanding and reflect on whether or
not they know the content. They will also have a chance to look over their quiz, where they will reflect on how they did and what they know.

The second milestone is understanding quadratic functions. This means that by this point, students should understand how the variables in a quadratic function affect the graph
of the function as well as how to manipulate the variables to achieve a graph that they want. The exit slips that they fill out will assess their understanding and will be returned
the next day so that students can check whether or not they understood how the variables affect the graph.

The third milestone is the projectile motion lesson. Students will reflect on their understanding to themselves as a discussion is held at the end. Students will talk about what they
found and compare it to what others found. Students will also engage in reflecting on their previous model that they made and use their new knowledge about projectile motion to
revise their model to make it the final model.