Discuss how your planned assessments meet the key requirements for effective assessments. Reflect on how you might adjust your teaching during this project to allow more student input in the evaluation process.
It’s important as a teacher to communicate clearly to our students. Making sure the students understand the expectations, timelines, and requirements needed to finish any task is crucial to their learning process. Assessing the students throughout the project is important to know if any aspect of the standards need to be re-taught, or discussed in new ways or more thoroughly. Knowing this, I have made many formative assessments throughout this project. The timeline keeps the students accountable to divide the work up and to make sure each person is participating on a regular basis. It also makes sure the project is not thrown together last minute but worked on throughout the unit appropriately. The teacher can also see if the timeline is appropriate or if more/less time is needed. There are two different skill quizzes to make sure each student understands the skills needed to work through the project. The teacher then knows if the material needs to be covered in a new way or use more examples for the students to see within similar contexts, or if the students are good and comprehend the material just fine.
Without using student’s inputs, a project could easily become cumbersome and task driven instead of learning driven. Keeping the communication lines open and allowing students to make decisions helps keep the ownership in the hands of the learners instead of the teachers. Allowing the students to choose which kind of showcase they use and what kind of population they want to study allows the students ownership in their learning. Also the continual verbal questioning and verifying groups understanding through daily participation allows the teacher to make sure students are still learning and not just trying to finish a task.
I can see adjusting to have the students help with the grading of the final project. This could be allowing each group to use the same rubric and write comments on each groups presentations, or creating another rubric for the students to use. This not only allows the students to participate in assessing other groups work, but keeps them focused on seeing similar skills in new contexts.
Notes through the week:
End result: What I want the kids to know at the end of the Population Growth Project
- FInd both linear and exponential regression equations using technology
- Explain the meaning of the numbers within the regression lines
- Graph the data with the different regression lines manually and using technology
- Interpret the different graphs and their meaning and explain which line represents the growth the best and why
What needs to be learned/taught during this unit
- Given data in a table, create a scatterplot graph manually and technologically
- Understand the difference between different graphs/tables/equations
- examine the different types of graphs/tables/equations (matching)
- Create regression lines using technology (TI-84) and explaining the meaning of the graphs and equations
- Understand the meanings of the numbers within an equation within a context
Formative assessment-Given throughout the unit, making sure lessons are meeting the needs of the students in what is supposed to be taught.
Summative assessment-Usually given at the end of a unit to see what the students learned through the unit.
Formative assessments given throughout this unit:
- Short quizzes to see what is remembered from the previous lesson(s). [Points provided on quizzes]
- using technology
- seeing similar skill in a new context
- matching different graphs with equations and tables
- Verbal-Talking with the students while they are working on their project, new question for each student to make sure each person is participating in the learning. [Daily participation points]
- Peer grading-Students given questionnaires about their group members and how they are working together as a team and in their comprehension of the project. [Rubric made]
- Self grading-Ask students how well they are understanding the project and the content. [Rubric made]
- TImeline-Students keep track of what is being done inside and outside of the classroom with regard to the project. This is another way the students are evaluating themselves along with their group members. [Google spreadsheet to edit throughout]
Summative assessment given in the unit:
- The unit exam will incorporate content along with math skill according to the curriculum. [Points provided on the exam]
- A glog/poster/student’s choice on showing the growth of the population they choice. This will include a short presentation on what they researched, graph/table/equations created on the population. [Rubric made]
At the end of the project each group of students will be expected to showcase the population of their choosing using an internet showcase tool. Students will also be expected to present their information by explaining what they have on their showcase board. The requirements that need to be on the board are:
- Name and picture of their population
- Table including at least 5 different times and population amounts found through research
- One coordinate graph including data points, linear regression line, and exponential regression line
- Equations that were created for both linear and exponential regression lines
- Any other information found students want to share about their populations
During the presentation students will need to explain the information on their board and the real-life meaning behind all the numbers in the tables, graphs, and equations. Each group member must participate in the presentation and speak on all sections of the showcase showing individual comprehension of the standards through the project.
There are several different types of showcasing that can be used online. Here are a few examples. If a student finds a different site to use, feel free to see the teacher for approval on the site. If approved, it then can be added for other groups to use.