Wednesday, April 2, 2014

Open Ended Assessments: Part 2 - Grade 8 Math

By Brea Ratliff, Secondary Mathematics Research Coordinator

 With the assessment season upon us, many teachers and administrators are looking for strategies to ensure their students are successful with all of the concepts being assessed. This blog describes a few ideas for open-ended assessments that build on this student expectation:

8.7(C) – The student is expected to use pictures or models to demonstrate the Pythagorean theorem.

Level 1 – Assessments designed to develop proficiency in 1 student expectation. Assessments build around one particular skill are often helpful after when introducing a concept, or providing targeted intervention.






Level 2 – Assessments designed to develop proficiency in 2 or more student expectations. The assessments for this level can vary in degree. While some may be designed to assess a combination of content knowledge, others may be written to include the process skills. This assessment addresses a wealth of knowledge and skills, and could possibly be used for several class periods.

8.2(D) - use multiplication by a given constant factor (including unit rate) to represent and solve problems involving proportional relationships including conversions between measurement systems. 

8.6(B) - graph dilations, reflections, and translations on a coordinate plane. 

8.7(C) – The student is expected to use pictures or models to demonstrate the Pythagorean Theorem. 

8.7(D) - The student is expected to locate and name points on a coordinate plane using ordered pairs of rational numbers. 

8.15(all) - The student communicates about Grade 8 mathematics through informal and mathematical language, representations, and models.



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