Updated Assessments after Stage 3
M&M Worksheet Updates
- I added point values to the lab to help students focus and move-along at an appropriate pace
- I added two yellow-stars next to the required steps which need to be accomplished first in class. Although I verbally give directions to collect data first, adding a colored star should help direct students to the important steps.
Chapter 11 Pre-Test Updates
After grading and discussing the pre-test with my students, I was frustrated that many of them acknowledged that they had learned some of the material in their pre-algebra class. While I knew that the students did not learn how to simplify radicals, I did know that they had solved problems using the Pythagorean Theorem, distance formula and midpoint formula. My original hope was that by doing well on that section of the pre-test would allow me time to focus on harder concepts. In reflection, a problem required them to use the Pythagorean theorem to find a missing side, yet the directions in the pre-test did not read "Use the Pythagorean Theorem to find the missing side length." Instead, the directions were "Find the missing side length of the triangle." To trigger previous knowledge, I adjusted my directions on this pre-test to give students more direction.
For next year, I plan on creating a Webquest in which students review material covered in their pre-algebra class: the Pythagorean Theorem, distance formula and midpoint formula. The aim of the Webquest is to help students access their previous knowledge, in addition to master the three formulas. The students will then take a short quiz on Moodle. All my students have learned these concepts before and I want to hold them accountable so a Webquest will allow them to review the material at different depths. For example, a strong student may only need a few examples to pass the Moodle quiz. On the other hand, another student may need numerous examples and practice problems before they take the quiz. To remediate any missing questions, the Moodle quiz will provided feedback based on the wrong answer they chose. For instance, if a student chose B a response would say "Close! Be careful - you switched your x and y values" so they can easily find their mistakes.
After grading and discussing the pre-test with my students, I was frustrated that many of them acknowledged that they had learned some of the material in their pre-algebra class. While I knew that the students did not learn how to simplify radicals, I did know that they had solved problems using the Pythagorean Theorem, distance formula and midpoint formula. My original hope was that by doing well on that section of the pre-test would allow me time to focus on harder concepts. In reflection, a problem required them to use the Pythagorean theorem to find a missing side, yet the directions in the pre-test did not read "Use the Pythagorean Theorem to find the missing side length." Instead, the directions were "Find the missing side length of the triangle." To trigger previous knowledge, I adjusted my directions on this pre-test to give students more direction.
For next year, I plan on creating a Webquest in which students review material covered in their pre-algebra class: the Pythagorean Theorem, distance formula and midpoint formula. The aim of the Webquest is to help students access their previous knowledge, in addition to master the three formulas. The students will then take a short quiz on Moodle. All my students have learned these concepts before and I want to hold them accountable so a Webquest will allow them to review the material at different depths. For example, a strong student may only need a few examples to pass the Moodle quiz. On the other hand, another student may need numerous examples and practice problems before they take the quiz. To remediate any missing questions, the Moodle quiz will provided feedback based on the wrong answer they chose. For instance, if a student chose B a response would say "Close! Be careful - you switched your x and y values" so they can easily find their mistakes.
Bridge Problem Based Learning Project
New Assessment
Although I did not include this assessment in my original assessment, I recently worked with another co-worker on updating and tweaking this project. I really enjoy this assessment because it is a summative complex assessment. To complete this assignment, students must incorporate many concepts from fourth quarter, not just a specific chapter. From last year, we re-did the rubric to be more descriptive and rewrote some directions to be more concise.
New Assessment
Although I did not include this assessment in my original assessment, I recently worked with another co-worker on updating and tweaking this project. I really enjoy this assessment because it is a summative complex assessment. To complete this assignment, students must incorporate many concepts from fourth quarter, not just a specific chapter. From last year, we re-did the rubric to be more descriptive and rewrote some directions to be more concise.
