Assessment Implementation

MEDT 7476: Dr. Haynes

Wendy Willoughby
Summer 2016

1. Client Information Vicki Morgan, Starrs Mill High School, morgan.vicki@mail.fcboe.org

2. The Actual Assessment Link to Assessment (also added to back of packet)
3. The Measurement Tool Link to Rubric (also added to back of packet)
4. One Example of Student/Participant Submission with Teacher Feedback and Grade
Link to Video https://youtu.be/hEa0K1kPijQ
POKEGO Graph

POKEGO Characteristics
Zeros:

Intersections:

Extrema:

Rubric for group:

Group Score: 37 out of 48

Individual scores for sample work including self and peer review:
Group member 1: 37+2= 39 out of 48 (81.25%)
Group member 2: 37+2 = 39 out of 48 (81.25%)
Group member 3: 37+1 = 38 out of 48 (79.17%)
Group member 4: 37+0 = 37 out of 48 (77.08%)
This group was encouraged to film the skit again showing the graph and including more actions
that reflect the intersections of graphs, extrema, and zeros and resubmit to earn more points.
5. Report of Your Findings
The students for the most part were excited about this project. They enjoyed the
simplicity of DESMOS (the online graphing calculator). They were able to talk through all the
mathematical requirements for the project with little assistance from teacher. They took longer
than expected to work on the creative parts. The group that made a video had no trouble with the
technology, but they did struggle to create a play-by-play that accurately reflected the race
according to the graph. The group that created a PowToon struggled with the use of technology
and getting what they wanted out of the free version of PowToon. The learning curve for the
technology consumed a good bit of time, but the students really enjoyed it by the end and said
they would use it again now that they know what to do and how to do it. Both groups needed
some clarification on exactly what was expected and guidance on how to get to a finished
product. I was a little disappointed with the play-by-play video. This group flew through the
math portion, but they struggled to maintain focus while creating the video. They did however
come up with an idea of using Pokmon characters for the race that I am using and I have
already revamped the assignment to use next year. You will notice the change from the initial

submission. I also added more specific information about how to include the characteristics of
the graphs into the presentation.
6. Report of Impact on Student Learning
The following represents data collected from rubrics and surveys for all students. The first
section addresses achievement with regard to the standards. The second section addresses
overall achievement for subgroups.
Focus Standards: Georgia Standards of Excellence (Mathematics)
MGSE9-12.A.CED.3 Represent constraints by equations or
inequalities, and by systems of equation and/or inequalities,
and interpret data points as possible (i.e. a solution) or not
possible (i.e. a non-solution) under the established
constraints.

MGSE9-12.A.CED.3

Unsatisfactory

Developing

Proficient

Exceptional

MGSE9-12.A.REI.11
MGSE9-12.A.REI.11 Using graphs, tables, or successive
approximations, show that the solution to the equation f(x) =
g(x) is the x-value where the y-values of f(x) and g(x) are
the same.
Unsatisfactory

Developing

Proficient

Exceptional

MGSE9-12.F.IF.4
MGSE9-12.F.IF.4 Using tables, graphs, and verbal
descriptions, interpret the key characteristics of a function
which models the relationship between two quantities.
Sketch a graph showing key features including: intercepts;
interval where the function is increasing, decreasing,
positive, or negative; relative maximums and minimums;
symmetries; end behavior; and periodicity.

Unsatisfactory

Developing

Proficient

Exceptional

MGSE9-12.F.IF.7
MGSE9-12.F.IF.7 Graph functions expressed algebraically
and show key features of the graph both by hand and by
using technology.
Unsatisfactory

Developing

Proficient

Exceptional

The assessment shows that overall students earned either Proficient or Exceptional scores in
most standards. The area of weakness is MGSE9-12.A.REI.11. With future use of this
assessment, teachers should be aware of the need to address finding where f(x) = g(x) and the
meaning of that statement.

National Standards
The chart below displays students overall level of achievement in the International Society
for Technology in Education Standards for Students that were assessed in this activity.
Students earned either proficient or exceptional in every category. If given again, teachers
should guide students prior to signing off on the storyline.

Creativity and
Innovation

Communication
and collaboration

Technology
operations and
concepts

Class Average
Proficient
Exceptional
Exceptional
Mastery Level
1. Creativity and innovation Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
2. Communication and collaboration Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
b. Communicate information and ideas effectively to multiple audiences using a
variety of media and formats
6. Technology operations and concepts Students demonstrate a sound understanding of
technology concepts, systems, and operations.
b. Select and use applications effectively and productively

Analysis of whole group and subgroups

Whole Group: The mean score for all students is 41.714 out of a possible 48 points or 84.82%.
Subgroups: The following graphics give averages for overall score, mathematical content,
creativity and innovation, and presentation broken into subgroups.
Gender
Gender

All

Overall Score
Mathematical content
Creativity and Innovation
Presentation

Female

Male

84.820833 84.895833 84.729167

80.944444 80.555556 81.111111
83.333333 83.333333 83.333333
71.416667
75 66.666667

Scores by Gender
100
80
60
40
20
0
Overall Score Mathematical Creativity and
content
Innovation
All

Female

Presentation

Male

Race
Race

All

White

African
American

Other

Overall Score
Mathematical content
Creativity and Innovation
Presentation

84.820833
80.944444
83.333333
71.416667

84.375
81.111111
83.333333
70

91.66666667
77.77777778
83.33333333
100

81.25
94.44444
83.33333
50

Scores by Race
120
100
80
60
40
20
0
Overall Score
All

Mathematical
content
White

Creativity and
Innovation

African American

Presentation
Other

When comparing subgroup data for gender and race to whole group data, there is very little
differentiation in any category. Within the race subgroup, there appears to be significant
differences within the presentation category, but those differences are possibly due to a smaller
sample. Overall, the analysis of the subgroups indicates that the assessment is likely fair across
gender and race.
7. Future Instructional Plans
When working with Vicki, we both felt like changes needed to be made with the
Assessment directions. Together we decided to add more information on what the characteristics
of the graph would relate to in terms of a race. We were pleased with the product as it relates to
mathematical understanding, but we felt the students struggled to translate that understanding in
a visual way. For future courses, we discussed the need to have more conversion with the groups
about the storyline prior to them creating the media project. You will notice that we added a step
that requires groups to pitch their ideas prior to beginning the creation of the project and added a
signature line to rubric. After grading the projects using the rubric, we decided the rubric score
accurately reflected the product. We did notice that students needed more room on rubric for
comments and enlarged that section as well as the teacher comment section.
Another change that we have planned for the future is exposing students to the different
methods of creating the media prior to beginning the project. We plan to show them previously
created videos, PowToons, and cartoons. We will create or edit each type of media in class
during the unit leading up to this project.

Additional Artifacts for Assessment Implementation

The Actual Assessment and The Measurement Tool

The Pokmon Race

One bright Winter day, three Pokmons decided to have
a race. The first Pokmon decided he would
follow the path given by: y 2 3 x .
The second Pokmon decided to follow
the path: y 0.2 x 2 2.24x 1.4.
And last, but certainly not least,
the third Pokmon,
followed the path:
y 0.08x 3 1.6 x 2 6.72x .
The race course was 10 meters long.
(Let x represents time in minutes and y represents
distance in meters!!) Your job is to write a play-by-play
broadcast of the race. Remember to include lead
changes, times, all those exciting happenings at the race,
and the outcome of the race. Then create a video or animation of the race with the
play-by-play narration.
Your video or animation must contain
the three Pokmons acting out the race (You may choose your Pokemon
characters)
one scene must show the path of the race using the graphs of the Pokemons
created on digital poster (You may use Desmos or other graphic calculator)
to show the path of the race graphically with all times and distances noted o
narration with correct times for lead changes and finish times must
accompany race
if using works of others, proper attribution must be given in credits
You may choose to act out the race and record live using smartphones, create
video animation, create digital posters or comics with voice overs and record
using screen recording software such as Screencast-o-matic. If your group has
another idea on creating a product, seek approval of teacher before beginning
work.
Finally, groups should submit all work or links for work through Google
classroom along with a completed reflection and peer evaluation on Google forms.
Now, its time for Pokmon GO!

The Pokmon Race

Proposed Timeline/Checklist: Check off as you complete.

Day 1:
o Create graph and set reasonable domain. Save to Google Drive and share
with group members and teacher. (Name as Groupname_Graph)
o Investigate characteristics for each graph (Zeros, Max or Min, Intersections)
and record on Google doc that is shared with group members and teacher.
(Name as Groupname_Char)
o Brain storm ideas for narrative to accompany work for race.
o Write narrative using Google docs for play-by-play to be used in video or
animation that is shared with group members and teacher. The narrative should
include points of intersection and zeros. (Name as Groupname_Narrative)
o Determine which type of media your group will use to create video or
animation.
Day 2
o Prior to beginning production, groups must pitch their idea to the
teacher along with a graphs and characteristics for approval. Teacher
will initial rubric to assure this step is completed.
o Begin production of video or animation keeping in mind requirements from
rubric.
o Product should only need minor editing or refining by end of class. If more
work is needed, students should agree on how they will complete task by
either assigning each member responsibilities or coming in before school to
complete. (Save as Groupname_Media)
Day 3
o Students will complete the student portion of the rubric.
o Students will post completed task or link to completed task to Google
Classroom.
o Groups will present their task to the class.
o Groups will complete the reflection portion of the task on Google Forms
and submit.

Reflection and Peer Evaluation for Google Form

Link to form for students:

https://docs.google.com/a/my.westga.edu/forms/d/e/1FAIpQLSchyF3H3I8N7k
cXSJkcnGofySsijWIN781uRlI0oXoJvjCT-A/viewform

Reflection
1) What worked well for the group?
2) What did not work well?
3) What changes you would make if doing the assignment again?
4) Make one suggestions to make the assignment better.
Self Evaluation and Peer Review

On a scale of 1 to 5 with 1 representing the lowest value and 5 the highest rate
the following areas.
5) Your effort in project
6) Your willingness to compromise
7) Group cooperation
8) Overall, do you feel members of the group made similar contributions? If not,
explain.