Assessment

Andrew VanZytveld
Pre-assessment: To assess students prior knowledge of geometry, I plan to ask them to

solve a rectangle problem on their whiteboards and raise them for me to check: whats the area

of a rectangle with sides of length 2 ft and 3 ft?

Formative (for learning): While working through our cloze-note Unit Journals, Ill model the

odd problems for students. Then for even problems, Ill ask students to respond individually on

their whiteboards, then compare their answers with their neighbors. If the answers are the

same, both raise their whiteboards. If they differ, theyll talk through what step(s) they did

differently, then raise their whiteboards after they agree on a common answer.

Formative (as learning): Students will complete investigative activities in partners to find

the areas formulas for various polygons. Afterwards, theyll write the formulas theyve arrived

at on the board. Then well have a class-wide debriefing: did all the groups choose the same

formula? Do some formulas not work in certain situations?

Summative: There will be three types of summative assessment. First, students daily

homework assignments will be graded. However, they can correct any problems they initially

get wrong and receive full credit.

Second, students will role-play as architects involved in a large development project.

Theyll design a building which features compound shapes and calculate its floorspace.

Students projects will be graded on including enough shapes, describing the project in writing,

correct area calculations, artistry, and choosing appropriate dimensions and units. Hopefully
this project will both consolidate students knowledge about area formulas and expand their

understanding of how math applies outside the classroom. See below this document for the

rubric.

In addition, students will complete a more traditional assessment at the end of this unit.

The test will include problems (both word and diagram-based) which resemble the problems

theyve practiced in their textbooks and Unit Journals. But not all of these problems will involve

pencil and paper only. Some will take place at various stations where students will use rulers to

measure the dimensions of shapes and find their areas.

My hope is that both the students and I will receive quality, ongoing feedback about the

learning in this math classroom. Students will receive daily feedback in both summative and

formative forms from their homework, investigative activities, and response to Journal

questions. And I, as the teacher, will be processing their work in these various learning

activities, as well as examining their work on the Compound Shapes project and final test.