*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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