Converting Fractions to Decimals - Assessment Plan Template

WGU Assessment Plan Template Part I: Lesson Information Lesson Title Converting Fractions to Decimals Subject Mathematics Part II: Formative Assessment 1 General Identify the assessment title. Group Work Describe when the assessment will occur within the lesson. This will occur after the example problems are worked out as a class. Identify the learning objective(s) to be evaluated. Describe the resource(s) or material(s) needed. Students will be able to accurately solve problems converting fractions to decimals. Paper/Pencil/Chromebook Assessment Describe the assessment, including the following:     delivery format/type length setÝng method Students will complete 4 questions in a group discussing each answer together. Discuss how this format/type is appropriate for monitoring student progress at this point in the lesson and discuss how this assessment aligns with the learning objective(s). This will allow me to walk around the room to assess the understanding of each student. It will also allow me to provide help to students in a smaller setÝng. This allows the students to achieve the learning objective by working together to solve the problems given. The students can give each other feedback on how to convert fractions to decimals. Note: Return to the task for directions on how to provide this formative assessment. Evaluation Describe how you will evaluate the assessment, including the following:   evaluation criteria format/type/process/tool Discuss consideration(s) or challenge(s) that may affect the results and discuss how the consideration(s) or challenge(s) may affect the results. I will walk around the room watching each group discuss their answer and tell why they think they are right. Students will need to get 3 of the 4 questions right in the group before moving to the next activity. Some students may not participate in the group chat which won’t allow me to evaluate those students understanding. Task 1: Assessment Planning WGU Assessment Plan Template Student Feedback Describe how you will provide feedback to students, including the following:   delivery method format/type Discuss how this feedback will engage students in their own learning. I will talk with each group individually and ask them to explain one of the problems that they worked on. This will allow students to see how their peers explain things. This will allow more interaction between students. Differentiation Describe differentiation of the assessment or accommodations needed for the following groups of students: Gifted and Talented Gifted and Talented will be asked to facilitate each group. English Learners Oral reading will be provided for EL students. Students with Other Exceptionalities There may be students who get distracted easily, for these students I would provide a quiet area for them to work. I would also make sure there are visual prompts up around the room for them to be reminded how they are supposed to do each step of the problem. Part III: Formative Assessment 2 General Identify the assessment title. Fractions Interactive Web Game Describe when the assessment will occur within the lesson. This assessment will occur after group instruction Identify the learning objective(s) to be evaluated. Describe the resource(s) or material(s) needed. Students will be able to successfully complete the game by turning fractions into decimals Computer/Paper/Pencil Assessment Describe the assessment, including the following:   length   delivery method format/type setÝng Students will work in groups of 3 to complete the game online. They will keep track of their answers on a sheet of paper. Students will then turn their paper in as a group. Discuss how this format/type is appropriate for monitoring student progress at this point in the lesson and discuss how this assessment aligns with the learning objective(s). This will allow students to work together and use their knowledge collectively to solve the problems in the activity. Note: Return to the task for directions on how to provide this formative assessment. Evaluation Task 1: Assessment Planning WGU Assessment Plan Template Describe how you will evaluate the assessment, including the following:   evaluation criteria format/type/process/tool Discuss consideration(s) or challenge(s) that may affect the results and discuss how the consideration(s) or challenge(s) may affect the results. Teacher observation. Teacher will walk the room to assess each group throughout the activity. Students will show they understand by successfully completing the breakout room. Each student will keep notes as to how they completed the breakout room and what the answer to each question is. Students will complete all questions correctly as a group to successfully complete the breakout room. Students may have differences of opinion when solving the problems. They may not agree on answers which may cause some students to have the right answer and others to not have the correct answer. Student Feedback Describe how you will provide feedback to students, including the following:   delivery method format/type Discuss how the planned feedback will engage students in their own learning. Students will bring their answers to me as a group. We will go over the answers as a class and then I will hand their answers back out to them. Students will then go through the questions again marking why they may have gotten that answer wrong. This will allow students to collaborate with peers and discuss their answers and why they got them wrong. Differentiation Describe differentiation of the assessment or accommodations needed for the following groups of students: Gifted and Talented English Learners Students with Other Exceptionalities Gifted and talented students will be placed with students who need help understanding and asked to facilitate the group they are in. They will be asked to teach students in their group in a way that helped them to understand the material. They will be asked to explain real life situations where they would use this content. EL students will be placed with English speaking students when in groups to help facilitate understanding There may be students who get distracted easily, for these students I would provide a quiet area for them to work. Task 1: Assessment Planning WGU Assessment Plan Template Part IV: Summative Assessment General Identify the assessment title. Fractions to Decimals Describe when the assessment will occur within the lesson. I will teach the students different ways to convert fractions to decimals. We will work together on a few examples and then they will move into partner work for the rest. After partner work is complete, we will review the examples as a class. Identify the learning objective(s) to be evaluated. Describe the resource(s) or material(s) needed. Students will be able to accurately convert fractions to decimals without the use of a calculator. Example problems, pencil, paper Assessment Describe the assessment, including the following:   length   delivery format/type setÝng method The assessment will be given to each student. Student will work out the problems and answer on the sheet provided. Students will answer 20 questions. Students will not be allowed to use a calculator on this assignment and will have to show all their work. Students will have to turn in the paper they worked problems out on. Discuss how this format/type is appropriate for monitoring student progress at this point in the lesson and discuss how this assessment aligns with the learning objective(s). This will allow me to see what students are getÝng the concept without help and what students need further assistance. The assessment will show that the students understand the concept taught by the student getÝng a grade of 75% or higher. Note: Return to the task for directions on how to provide this summative assessment. Evaluation Describe how you will evaluate the assessment, including the following:   evaluation criteria format/type/process/tool Discuss consideration(s) or challenge(s) that may affect the results and discuss how the consideration(s) or challenge(s) may affect the results. Answers will be counted right or wrong and will be scored out of 100 Some students may have test anxiety and not perform well even though they know the concept. Note: Return to the task for directions on how to provide the evaluation tool for this summative assessment. Student Feedback Describe how you will provide feedback to students, including the following:   delivery method format/type Discuss how the planned feedback will engage students in their own learning. Students will be given their tests back with the wrong answers marked. We will go over each of the questions as a class and discuss why they missed it. This will allow students to see what they have missed and why they have missed the questions. Task 1: Assessment Planning WGU Assessment Plan Template Differentiation Describe differentiation of the assessment or accommodations needed for the following groups of students: Gifted and Talented The Gifted and Talented students will be given a more challenging test than the other students. Their test will include repeating decimals. It will also include real life application questions as well to show them how it is used in real life. English Learners Oral Reading of the questions Students with Other Exceptionalities There may be students who get distracted easily, for these students I would provide a quiet area for them to work. I will also allow the students extra time to complete the assignments as well as provide one on one time with them to answer questions.