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# Assessment

This unit uses many different forms of assessment throughout each lesson. Every lesson begins
with some activity or question that allows the students to demonstrate what they know, and to preassess what knowledge the students have retained. The unit begins by students having to find the
person in the room who has the equivalent fraction to the fraction they have. This immediately enables
me to see if the students understand what equivalent fractions are, or if this concept may not be
grasped yet. The second lesson begins with a small Grade Sheet activity for which they must use
previous knowledge of percents to fill out, thus allowing for pre-assessment. The third starts by having
students estimate percents, which again gives insight into their ability to visualize numbers and fractions
of numbers. The remaining lessons all incorporate a similar form of pre-assessment of the students
skills and knowledge base. These pre-assessment activities are crucial to tailoring your teaching to the
students.
The pre-assessments are followed by a combination of formative assessments, some for
learning and some of learning. The formative assessments for learning in this unit include students
writing on the whiteboards, the quick check quiz in lesson 3, and a few worksheets that students will
turn in. When students hold up their whiteboard, this allows me to see if they have learned the concept
or not. At the end of lesson 3 the students will take a quick three question check quiz. Since homework
is only check for completion, this quick allows me to have some idea if the students have picked up the
concepts thus far in the unit. The Grade Sheet worksheet in lesson two and the additional worksheet in
lesson four also allow for assessment for learning for me as the teacher. Through these activities I can
gauge if the students are learning the material or not. There are also many forms of formative
assessment as learning throughout this unit. The first again is their work on the whiteboards. I am able
to give them immediate feedback without giving them the answer, so students can re-assess their work
and correct the errors. Also, students will solidify their understanding of different processes through the

activities I have..Who has.. and the card game in the second lesson. The Store Flyer project also has
elements of assessment as learning. While creating their flyer and their price page students are
engaging with material and learning will take place through this activity. They also have many
opportunities to work with partners, and to explain different problems to their neighbors. This allows for
self-reflection and for students to learn as they engage in a thought provoking activity.
Finally there are just two different times in this unit where summative assessment is used. The
first is in the Store Flyer Project. This is graded by a rubric, and the section weighted most heavily in the
rubric is the Price Page. The Price Page includes all the calculations they did in order to find the new sale
price for the items on their Flyer. The rubric will be provided with the assignment sheet so that students
are aware of what is expected of them. The second opportunity for summative assessment is the unit
test. This is a full period test, where students can demonstrate what they have learned throughout the
unit. Each section of the unit is covered in the test, allowing this evaluation tool to assess the students
long term retention of the entire unit. Unit tests are not perfect, and it is important to consider all the
outside factors that come into play on a test. In light of this, it is important that partial credit is awarded
in a systematic and fair way throughout the test. I felt that only providing a unit test, without the
project, would put too much weight on the students one-time testing ability, with many outside factors
in ply. One assessment method on its own cannot be 100% effective, therefore it is important that all of
the mentioned methods are incorporated into the teaching of this unit, to allow for maximum learning
potential.