Assessment Plan

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.