BLUEPRINT DRAFT

Hey all -

I sent a copy of my blueprint draft to everyone through angel. I figured I could get a little help uploading it in class Tuesday. Feel free to leave comments here! Sorry to be a pain.

Great Lesson or Great Assessment

This post is mainly to respond to the question Jeremy raised concerning my fav. alternate assessment. As we pretty much ripped apart every 'great' assessment we knew in class from when we were students...I realized that my great memory of my economics class was most definitly a Great Lesson, rather than a great assessment. To be truthful, I can not recall every task that was completed throughout this project; I simply remember what I learned from it.

Final Project Description

My final project will be a structured, on demand pencil and paper test. I thought about this choice for the last week or so and decided this was the best task for me to focus not only my students' product, but the process as well. This is a very important assessment for me as a math teacher, because I will be concluding geometry right before the state assessment in March. (That is until the NYS totally changes the curriculum again and I have to re-do my entire scope and sequence!!) Anyway, I would like this assessment to not only hit my targets, but also be a good tool to use as prep for the state assessment; to get my students used to different types of questions/tasks.

On this test, students will answer matching(vocab definitions), multpile choice, short response, and extended response questions. Having a variety of questions, as well as requiring students to show all their work, will allow me to see the process and the product. Right now, I think I want the multiple choice and matching questions to weigh slightly less in points than the short response and extended response. My extended responses will also include graphing questions that students will have to illustrate shapes and demonstrate specific knowledge such as area and perimeter.

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Are any of you finding that you'd like to assess more targets than the 7 we created for class?? I know there are a few more that are included into my unit. I'm wondering if I should just plan to include more targets, or if I should use this final project as a quiz in my class. Any comments would be great.

Learning Targets - Final

Learning Targets - Final

1. Student can name parts of a circle by acknowledging relationships among parts (radius and diameter).
Mastery Learning Target
Verbs: point out,label,justify,create,estimate (Bloom)

2. Student can identify polygons when shown an illustration.
Mastery Learning Target
Verbs: name, label, distinguish, describe, classify (Bloom)

3. Student can classify triangles by their sides and angles.
Mastery Learning Target
Verbs: label, compare, contrast, match, categorize (Bloom)

4. Student can label angles with proper name (interior, exterior, alternate interior, etc.) within a traversal.
Mastery Learning Target
Verbs: identify, label, list, name, select (Bloom)

5. Student can calculate the perimeter of a regular polygon when given dimensions.
Mastery Learning Target
Verbs: predict, compute, solve, illustrate (on graph paper), use (Bloom)

6. Student can calculate the area of a regular polygon when given dimensions.
Mastery Learning Target
Verbs: compute, show, solve, use, demonstrate (Bloom)

7. Student can write explanation of mathematical process used to find area and perimeter of a polygon.
Mastery Learning Target
Verbs: generalize, give examples, distinguish, summarize, explain (Bloom)