Planning Assessments

Planning Assessments

Preet Khinda

M5U2A2

STANDARD:

Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.

OBJECTIVE: 

The students will proficiently convert fractions into decimals and decimals into percentages and vice-versa.

FORMATIVE ASSESSMENTS:

1.     Three questions

2.     Think-pair-share

3.     Exit ticket

I have chosen these three formative assessments because I find them very relevant to my subject – Mathematics.

1.    THREE QUESTIONS

This particular assessment will be used in the beginning of the lesson. I have chosen this because it goes along with my style of teaching and I find it very effective. In the beginning of each lesson, I feel it is very essential to know exactly where the students stand. To know if they remember the rules and method we learnt in the last lesson. And what better way to know this, than ask questions.

I call it CHECK-INs. At the beginning of each lesson there are three short, very objective questions about the previous lesson, written on the board. As the class settles down, they invariably read what’s on the board and start applying their brains. The next 10 minutes are given to solving those three problems, having a discussion about the solutions, clarifying an doubt in students mind regarding those questions and finally starting the days lesson. 

For this particular lesson, the questions on the board will be:

a) Which two fractions are equivalent?

1. 5/2 and 2/5
2. 4/3 and 8/6
3. 1/4 and 2/4
4. 2/3 and 1/3 

b) Give the decimal equivalent for the fraction 34

1. .25
2. .10
3. .75
4. .625 

 

c) Find 10% of 52. 

I will start by asking the first question and randomly pick a student to answer. Then a second random student will be chosen to tell whether the answer given by the first student is right or wrong. And then the third student is picked to say why. Why does the student think the answer given is right or wrong? So if I have a class of 12-15 students, I could assess all of the students with this particular exercise. And if a particular student is a bit confused or not clear on the particular question, it can always be explained, first by the peers, and then by me. 

2.    THINK – PAIR – SHARE

I find this particular activity in the middle of the lesson very effective. It promotes individual brain-teasing, peer reviews and peer discussions. In this particular assessment I can figure out what individual students have understood, how well they have understood and how deep have they understood. This is because first students are given time to think for themselves about the problem given. Then they are paired with the student sitting next to them, for discussion. In case their views don’t match, they get a chance to share where they are coming from individually. And if one of the student has not understood the concept, peers gets an opportunity to explain. And when sharing time comes, the discussion is given enough time for every group to put forward their thinking and then either justify it or agree with the other groups.Another aspect of this activity is that each group of student need to come up with one real life  application of converting numbers into these different format. this really helps studetns to connect life with their learning objectives and make them interested in it, thus keeping them engaged.

For this lesson the think-pair-share activity will be: 

Every student will be given one worksheet and asked to solve it. This should not take more then 5 minutes. The next step will be for them to turn towards the student sitting next to them and discuss their answers and thought behind those answers. They are allowed to explain to each other why they got the answer they got in case their answers don’t match and come up with correct sheet of answers. This should also take around 5 minutes.  And then the class floor is opened for discussions regarding different methods to reach the same correct solutions.

This activity will give a fair idea and to where students are getting stuck and how should the rest of the class be channeled. 

3.    EXIT TICKET

This particular assessment tells me how successful my lesson was and what do I need to emphasize on, in my next lesson. Do I need to change some teaching strategy for better understanding of the concept or do I continue with the same strategy? At the end of the class, I will have cards, for each student to answer and then get their exit from the class. This will help me to plan my next lesson accordingly. This will also tell me the mental level of the students of the class therefore helping me with the difficulty level I need to set for the whole class.

For this lesson my exit ticket would be: 

CONCLUSION

These are three assessments I will broadly apply for this particular objective. Since the lesson is going to be of the strategy I do-we do-you do, there will also be continuous assessment by me because of Withitness. Every moment, I will be aware of the student’s expressions and their concentration on the given task and their written work, which I will keep an eye on when taking rounds. This awareness will anyway tell me a lot about the level of understanding each student is having. This awareness will also help me to give my students effective and immediate feedback, which is very necessary for active learning.  For example, going around the class I can emphasize again and again on the value of neatness. I have seen in my small experience, it makes a big difference in the student’s work. And it will give me a high level of Formative Assessment.