Assessment
Plan
Purpose
and Learning Outcome:
The purpose of my assessment is to promote learning
and to get children ready for the real world. There must be a clear
understanding that cognitive learning is only one dimension of education. The skills I will teach will enhance children
to think on a level of understanding for themselves. Problem-solving and
cognitive development will also play a part in the learning method of this
outcome. The outcome that I will test will help students to be ready for the
next level of math and school year.
Learning
Outcome:
1. Identify
appropriate formulas for solving problems.
Assessment
Context:
In this assessment students will be able to
demonstrate knowledge, comprehension and application as stated above to solve
the following math problem.
1. Thomas joined a fitness club one year ago. He
pays an annual membership fee of $ 200 and $ 30 each time he uses a trainer.
What formula would you use to determine Thomas yearly fitness fee?
Example formula: f (g) = 200 + 30g
g represents the number of times Thomas used a
trainer during the year.
2. A bookstore sold $20,000 paperback books one
month. This was 10% less than the number of paperback books the store sold the
previous month. How many paperback books did the store sell in both months
combined? The following equation represents the situation, y represent the
number of paperback books sold the previous month.
X-0.1x = 20.000
Holistic
Rubric:
Subjects:
Mathematics Grade
(s) 3, 5, 8, 9, 11
# of scales 4
Scale
length 5
Scale
I: Understanding the Problem
5 Fully Understand the Problem: The student uses all relevant information to
solve the problem.
3 Partially Understand the Problem: The student extracts the "essence"
of the problem, but is unable to use this information to solve the problem.
1 Lack of Understanding the Problem: The student's solution is inconsistent or
unrelated to the question.
Scale
II: Procedural Knowledge
5 Full Use of Appropriate Procedures: The student uses principles efficiently while
justifying the solution.
3 Partial
Use of Appropriate Procedures: The
student is not precise in using mathematical terms, principles, or procedures.
1 Lacks Use of Appropriate
Procedures: The student uses unsuitable
methods or simple manipulation of data in his/her attempted solution.
Scale
III: Problem Solving Skills and
Strategies
5 Evidence of Thorough/Insightful Use of
Skills/Strategies: The skills and
strategies show some evidence of insightful thinking to explore the problem.
3 Evidence of Routine or Partial Use of
Skills/Strategies: The skills and
strategies have some focus, but clarity is limited.
1 Limited Evidence of
Skills/Strategies: The skills and
strategies lack a central focus and the details are sketchy or not present.
Scale
IV: Uses Representations, e.g.,
Diagrams, Graphs, Pictures, Manipulative, Equations
5 Uses a representation that is unusual
in its aesthetic value or mathematical precision.
3 Uses a representation that gives some
important information about the problem and somewhat clear.
1 Uses a representation that gives
little or no significant information about the problem.
Scale
V: Shows Competent Use of Mathematics
5 Makes a general rule about the
solution that can be applied to another problem.
3 Shows some competence in using
mathematics, skips some important steps, or omits some important information.
1 Shows incompetent use of mathematics
responses.
Testing Constraints:
The
students will be given 90 minutes to complete the assessment. In addition there
will be two kinds of assessment to avoid cheating among the students. The
assessment will also consist of the student writing their response all the way
through and showing how they go their answer. Prior to the assessment there
will be an review towards the end of the class to get the students to recall
certain information prior to the
assessment.
