Developing an Assessment System

Developing an Assessment System A. 1. Algebra 1, 9th grade 2. F.IF.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. A.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes F.IF.7 a. Graph linear functions and indicate intercepts. F.IF.7 c Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. (Ohio’s learning standards mathematics - ohio department of education 2018) 3. There will be a formative assessment after finishing each section, these can be in the form of entry or exit tickets as well as a Plickers assignment. These will be quick 4 or 5 question assessments. There will be seven of these. There will be one small summative assessment after the third section to check for understanding of the first half of the unit. There will be a larger summative assessment after the 7th and final section that will cover the entire unit. 4. The assessment continuum of this assessment system supports the mastery of the standards from part two because it will continually check student’s mastery of the standards with the intent to cover all the standards by the end of the standards B. The end of unit summative assessment has 24 questions all of which are short answer. Every two to four questions tests a different standard some testing more than one standard at a time. This aligns to the assessment system because as the end of unit assessment it tests all the student’s mastery of the standards in one go. C. The pre-assessment closely mirrors the post unit summative assessment. It is half the size and has a question for each standard making it a shorter 6 question assessment. The data from this assessment will help guide instructional decisions in this unit and help facilitate differentiation. D. One parallel assessment in this unit is a choice board. This choice board will be a choice between two different types of graded assessments. This will be the assessment after the third section. The students will have a choice between a Quiz, and a project based assessment that both cover the same standards. This will allow students to show that they have mastered the material in different ways. E. I will use formative assessments throughout the assessment system to check students’ knowledge before moving on to the next section or standards and to inform future teaching. These assessments will be in the form of entrance and exit tickets either on paper or using the plickers cards and website, there will also be a graded worksheet that will show the students’ knowledge and where they are lacking and need more help. F. The measurement topic for this unit relates to the interim assessments from the state because they both cover the same standards and are used to check student’s mastery.