Rationale of CP-Algebra 1 Curriculum Map
I use homework, exit slips, worksheets, quizzes, chapter tests and a quarterly summative assessment in my assessment of my algebra 1 classes. My students’ homework grade is based on completion; they have two days to complete each assignment. I have started to use exit slips which I use as a formal assessment. I do not give partial credit and the exit slips are graded on correctness. Both homework checks and exit slips are usually worth three points. In addition to informal knowledge checks, I also use partner worksheets to assess student progress. These worksheets primarily resemble a quiz format (same wording on directions, few multiple choice, show your work).
Each chapter I assess my students with 2-3 quizzes depending on the chapter length and difficulty of material. Quizzes are approximately 25 points and typically include 1-3 multiple choice questions, one open ended question and the rest show your work problems. Each quiz is a formative assessment because I am looking for a specific answer. Quizzes are important because math concepts build upon one another and it’s important for students to understand each section of the material. Quizzes work well because they are a quick, formal assessment; approximately 90% of the times they get their quizzes back the next day
The apex of each chapter is a formative, criterion-referenced chapter test. On a test, students demonstrate the degree to which they have mastered the previously stated objectives of each chapter. I do not curve my tests, which eliminates me having to compare students’ knowledge against one another. If written well, each test grade should reflect the amount of knowledge a student has regarding specific math concepts. In all of my classes, each chapter test is worth 100 points, which sums to approximately 50% of their semester grade.
This timeline coincides with the end of the third quarter so my students will also be taking a quarterly summative assessment. This assessment holds student accountable for the material they have learned through the quarter which is a concept I’ve always struggled with. Often students don’t see the need to master all of the math concepts and I’ve found that the quarterly encourages my students to master concepts. The quarterly is 44 multiple choice questions. Why 44? We have 44 minutes in a period so students work to the pace of one question/minute, similar to the ACT. The test is a percentage and entered out of 100 points, just as every chapter test of the quarter. Up until last year, I would have identified holding students accountable for information as a primarily fault in my assessments. So far, I am happy with the outcome of the quarterly; according to my raw data, my students value the test because it helps them study for the final, forces them to review material more frequently and gives them the opportunity to raise their test grades.
As mentioned above, during February through March my students will be completing one project outside of class. The first project requires students to use Excel to model exponential growth of Starbucks. From this model, they draw conclusions and make future predictions. Although this is not part of the timeline, my students also complete a complex-performance assessment in which they apply their knowledge of quadratic functions. This assessment is the second problem-based learning assessment completed; the first being in first semester. I value these assessments because I like how they allow students to demonstrate their math knowledge using their own strengths. Allowing students to use different means empowers them.
I believe I need to teach my students to do a better job of self-accessing and self-reviewing. I believe it is very important that my students are able to recognize their own mistakes and most importantly, learn from them. While we do make test corrections, it is not enough. I believe making corrections on the test is beneficial because it helps students when they take the quarterly or final exam. However, I need to figure out a better way to self-access before the chapter test.
I would also like to focus on differentiating assessments, primarily quizzes. I currently have a lot of trouble reaching all of my students because they are at drastically different levels. By differentiating the level of tests, I believe it will help remediate the low-level students and challenge the high-level students. Although I do have students getting poor grades because they are lazy, I also have students trying really hard (seek help outside class, utilize the Math Resource Center, ask great questions, etc.) yet are not at the ability level of the class. As I have explained before, we do not have room for these students to change classes. It’s extremely unfortunate. By differentiating assessments, I am hoping that performing better on the quizzes and tests will give students the confidence back that they need in math. I am trying to determine whether or not differentiating homework assignments would be beneficial as well. I am concerned how different sets of homework would affect the class. What happens if a student with a higher-level problem asks many questions in class? Do I spend time explaining the problem that only a handful of students would understand? This project aims to explore the validity of differentiating assessments and on what type of assessment it is most appropriate.
Each chapter I assess my students with 2-3 quizzes depending on the chapter length and difficulty of material. Quizzes are approximately 25 points and typically include 1-3 multiple choice questions, one open ended question and the rest show your work problems. Each quiz is a formative assessment because I am looking for a specific answer. Quizzes are important because math concepts build upon one another and it’s important for students to understand each section of the material. Quizzes work well because they are a quick, formal assessment; approximately 90% of the times they get their quizzes back the next day
The apex of each chapter is a formative, criterion-referenced chapter test. On a test, students demonstrate the degree to which they have mastered the previously stated objectives of each chapter. I do not curve my tests, which eliminates me having to compare students’ knowledge against one another. If written well, each test grade should reflect the amount of knowledge a student has regarding specific math concepts. In all of my classes, each chapter test is worth 100 points, which sums to approximately 50% of their semester grade.
This timeline coincides with the end of the third quarter so my students will also be taking a quarterly summative assessment. This assessment holds student accountable for the material they have learned through the quarter which is a concept I’ve always struggled with. Often students don’t see the need to master all of the math concepts and I’ve found that the quarterly encourages my students to master concepts. The quarterly is 44 multiple choice questions. Why 44? We have 44 minutes in a period so students work to the pace of one question/minute, similar to the ACT. The test is a percentage and entered out of 100 points, just as every chapter test of the quarter. Up until last year, I would have identified holding students accountable for information as a primarily fault in my assessments. So far, I am happy with the outcome of the quarterly; according to my raw data, my students value the test because it helps them study for the final, forces them to review material more frequently and gives them the opportunity to raise their test grades.
As mentioned above, during February through March my students will be completing one project outside of class. The first project requires students to use Excel to model exponential growth of Starbucks. From this model, they draw conclusions and make future predictions. Although this is not part of the timeline, my students also complete a complex-performance assessment in which they apply their knowledge of quadratic functions. This assessment is the second problem-based learning assessment completed; the first being in first semester. I value these assessments because I like how they allow students to demonstrate their math knowledge using their own strengths. Allowing students to use different means empowers them.
I believe I need to teach my students to do a better job of self-accessing and self-reviewing. I believe it is very important that my students are able to recognize their own mistakes and most importantly, learn from them. While we do make test corrections, it is not enough. I believe making corrections on the test is beneficial because it helps students when they take the quarterly or final exam. However, I need to figure out a better way to self-access before the chapter test.
I would also like to focus on differentiating assessments, primarily quizzes. I currently have a lot of trouble reaching all of my students because they are at drastically different levels. By differentiating the level of tests, I believe it will help remediate the low-level students and challenge the high-level students. Although I do have students getting poor grades because they are lazy, I also have students trying really hard (seek help outside class, utilize the Math Resource Center, ask great questions, etc.) yet are not at the ability level of the class. As I have explained before, we do not have room for these students to change classes. It’s extremely unfortunate. By differentiating assessments, I am hoping that performing better on the quizzes and tests will give students the confidence back that they need in math. I am trying to determine whether or not differentiating homework assignments would be beneficial as well. I am concerned how different sets of homework would affect the class. What happens if a student with a higher-level problem asks many questions in class? Do I spend time explaining the problem that only a handful of students would understand? This project aims to explore the validity of differentiating assessments and on what type of assessment it is most appropriate.
