Survey

Survey

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Assessment as a Tool for Learning Copyright, 1996 © Dale Carnegie & Associates, Inc. Advantages of Using Alternative Assessments – Increase instructional time – Create more learning opportunities – Motivate students – Accommodate differences in learning styles – Improve problem solving ability The Take-Home Test • Uses no class time • Lengthens time on-task • Relieves test taking anxiety • Promotes collaboration and inquiry • Aids the auditory learner • Provides real world and complex problem solving opportunities Take-Home Test Example 1: Write and solve a percentage word problem where the tip for a meal at a restaurant is $26.15. Possible solution: Mrs. Shotsberger and Juan go to dinner at Café Rich. Mrs. Shotsberger, always diligently watching her figure, orders a seafood salad. Juan has a prime rib dinner. They share a bottle of wine. Their bill comes to $130.75 and they leave a tip for $26.15. What percentage of the bill was the tip?(20%) Alternative solution: Mrs. Shotsberger and Juan go to dinner at Café Rich. They both order salads and several bottles of wine. Confused by too much wine they leave a 35% tip of $26.15. How much was the bill?($74.71) Take-Home Test Example 2: List the order of operations. Write and simplify one expression that includes all four steps. Order of Operations 1. Work within grouping symbols (),[],{} 2. Simplify exponents 3. Multiply and divide, left to right 4. Add and subtract, left to right 12 ÷ 4 x 7 + 62 - (7 - 3 + 2) = 12 ÷ 4 x 7 + 62 - (4 + 2) = 12 ÷ 4 x 7 + 62 - 6 = 12 ÷ 4 x 7 + 36 - 6 = 3 x 7 + 36 - 6 = 21 + 36 - 6 = 57 - 6 = 51 Collaborative Learning • Promotes cooperation • Encourages active participation • Aids the tactile and auditory learners Collaborative Learning Evaluation M&M Candy Worksheet Do not eat any M&M’s until the lesson is completed. 1. All M&M’s in the package Total________ 2. Number of blue M&M’s Total________ 3. Number of green M&M’s Total________ 4. Number of brown M&M’s Total________ 5. Number of orange M&M’s Total________ 6. Number of yellow M&M’s Total________ 7. Number of red M&M’s Total________ Complete the following table using the data collected above. Blue Green Brown Orange Yellow Red Fraction Decimal Percent Degrees Collaborative Learning Evaluation M&M Candy Worksheet Do not eat any M&M’s until the lesson is completed. 1. All M&M’s in the package Total__55____ 2. Number of blue M&M’s Total__13____ 3. Number of green M&M’s Total__12____ 4. Number of brown M&M’s Total__10____ 5. Number of orange M&M’s Total___8____ 6. Number of yellow M&M’s Total___5____ 7. Number of red M&M’s Total___7____ Complete the following table using the data collected above. Blue Green Brown Orange Yellow Red Fraction 13/55 12/55 10/55=2/11 8/55 5/55=1/11 7/55 Decimal .23636… .21818… .1818… .14545… .0909… .12727... Percent 24% 22% 18% 14% 9% 13% Degrees 86.4° 79.2° 64.8° 50.4° 32.4° 46.8° Mini-Projects • Uses no class time • Promotes creativity • Simulates real-world problem solving End of Unit Project General Mathematics Perimeter & Area Unit Project Using the scale drawing of your room and the two advertisements you collected, complete the following: 1. Find the perimeter of the room in linear feet. 2. Use your ad for a chair rail, baseboard or wallpaper border to find the cost for purchasing this material for your room. Include an extra 10% of the material in the cost. 3. Find the area of the room in square feet or square yards. 4. Use your ad for flooring, carpeting or tiling, to find the cost for purchasing this material for your room. Include an extra 10% of the material in the cost. Possible Solutions: 1. The perimeter is 37 ft. (10+8 1/2+3 1/6+2 +6 5/6+6 1/2) 2. The cost for a wallpaper border @ $13.25/15 feet per roll 10% of 37 = 3.7 So 40.7 feet are needed. 3 rolls = 45 ft. 3 x $13.25 = $39.75 (plus any tax) 3. The area is 71 1/3 square feet or about 8 square yards. 4. The cost for carpeting @ 31.25/square yard, padding included 10% of 8 = .8, almost 1 yd, 8 + 1 = 9, 9 x 31.25 = $281.25 10’ 6’ 6” 8’ 6” 6’ 10” 2’ 3’ 2” Short Answer Tests • Gives insight into student comprehension • Provides opportunities to revisit problems and correct errors • Allows students to solve more meaningful problems SHORT ANSWER TEST QUESTION EXAMPLE 1: You took a number and rounded it to the hundreds place getting 400. What would be the largest number you could have rounded to 400? And the smallest? Solution: At first I thought 399 was closest to 400 and the largest but then I realized that 405 would be rounded to 400 also. Anything above 5 in the tens place would move the 4 to 5, so 449 is the largest because 450 would round to 500. Thinking the same way for the smallest possible number - in order to raise the hundred’s place from 3 to 4 I need a 5 in the tens place, so 350 would be the smallest possible number because 349 would round to 300. SHORT ANSWER TEST QUESTION Example 2: Can you find 5 numbers that have a mean of 15.6? Are there other possibilities? Explain. Possible Solution: To find the arithmetic mean you add the 5 numbers and divide by 5. So, 5 numbers/5 = 15.6. Working backwards: 15.6 x 5 = 78 I need to find any 5 numbers that have a sum of 78. Example: 10 + 20 + 15 + 20 + 13 There are infinite possibilities. Test Reflection • Gives insight into student comprehension • Relieves test taking anxiety • Promotes problem solving TEST REFLECTION Example 1: Simplify the expression. 3 + 4(2 + 7) Response on test: 3 + 4(2 +7) = 3 + 8 + 7 = 18 Test Correction: 3 + 4(2 + 7) = 3 + 4(9) = 3 + 36 = 39 I shouldn’t have used the distributive property, just add 2 + 7 This would not receive any credit. I would respond: 3 + 4(2 + 7) = 3 + 4(2) + 4(7) = 3 + 8 + 28 = 39 is the correct use of the distributive property. You could either distribute OR add within the parentheses first. You distributed incorrectly. TEST REFLECTION Example 2: Compare 2/5 and 7/10. Test Response: 2/5 > 7/10 Test Correction: 2/5 < 7/10 because 7 and 10 are larger numbers than 2 and 5. This would not receive any credit even though 2/5 < 7/10 is true. I would respond: 2/5 = 4/10 If you multiply both 2 and 5 by 2 you have an equivalent fraction to 2/5, SO 2/5 < 7/10. Counter Example: 5/8 < 3/4 even though 5 and 8 are larger than 3 and 4 because 5/8 = 15/24, 3/4 = 18/24 and 15/24 < 18/24 REVIEW - Increase instructional time Create more learning opportunities Motivate students Improve problem solving ability Accommodate differences in learning styles •Take Home Tests •Collaborative Learning Evaluations •Unit/Chapter Mini-Projects •Short Answer Response Tests •Test Reflection