Ed 311 Assignment 3

Grading and Interpretation of Assessment Data Kate Wenger
Part One - Evaluation Criteria

Answer Key to Exam
Name: _____________________________ Class Period:____ Date:____________
This assessment is calculator inactive. You may use a scrap sheet of paper, but it will not be
collected or graded. Therefore, all questions should be answered in full on the actual test
document. You will have 90 minutes to complete the exam.
True/False
Circle the correct answer. If statement is false, correct the statement in the space below each
question.
1. T / F An odd function is symmetric about the y-axis. If false, correct the statement in the space
provided below. (2 points total)
1 point for selecting false
1 point for correcting “an odd function is symmetric about the origin” or “an even function is
symmetric about the y-axis”
Matching (1 point per blank. 8 points total)

Record the proper function name by capital letter to the left of its corresponding function.
2. Match each function with its proper name. *
E y= x2 a) Reciprocal function
C y= √3 x b) Constant function
A y= 1x c) Cube Root function
H y= x3 d) Absolute value function
G y=x e) Quadratic function
F y= √x f) Square Root Function
B y=c g) Identity Function
D y= |x| h) Cubic Function
Multiple Choice (3 points each) ____ 5. Can a graph be symmetric about the
Circle the correct answer and write the origin if it is not symmetric about the
corresponding capital letter in the blanks X-axis?
next to each question. A. Yes, if the function is symmetric
about the Y-axis.
____ 3. Which of the following parent B. Yes, it is not necessary to be
functions is either always increasing, always symmetric about the X-axis.
decreasing, or always constant? C. No, the graph is required to be
A. y= x2 symmetric about the X-axis.
B. y=x D. No, the graph must be symmetric
C. y= √3 x about the X and Y axes in order to be
D. y= 1x symmetric about the origin.
____ 4. The graph below is the inverse of ____ 6. Which of the graphs provided below
which parent function? matches the function y = (x + 4)2 − 3 ?
A.
A. x2
B. |x| B.
C. 1x
D. x3
C.
D.
____ 7. Which equation represents the graph

of y = x2 translated 1 unit right and 2 units ____ 11.What would the graph of
down? y = |x + 5| − 3 look like?
A. y = − (x − 1)2 − 2
B. y = (x − 1)2 − 2
C. y = − (x + 1)2 + 2
D. y = (x + 1)2 − 2
____ 8. What is the domain of A.

f (x) =− 2x3 + x2 + 1 ?
A. The set of all real numbers
B. {x | − 3 < x < 2 }
C. {x | − 2 < x < 3 }
D. The empty set
B.
____ 9. What is the maximum y value of
the function y = − x2 − 2x + 9 ?
A. 9
B. 8
C. 10
D. 7
C.
____ 10. Which of the following functions

have a range in which all elements are
greater than or equal to zero?
A. f (x) = x2 + 3x + 1
B. g (x) = 3x + 1
C. f (x) = x3 D.
D. None of the above
____ 12. Which of the following graphs is a ____ 14. Which of the following is an even
transformation or variation of the parent function?
function y= √x ? A. f (x) = 2x2 − 4x + 3
B. f (x) = 2x2 − 3
C. f (x) = 4x3 + 2
D. f (x) = 2x4 − 6x
____ 15. According to the graph of f

A. included below, is the function even, odd, or
neither?
A. Even B. Odd C. Neither
B.
C.
D.
____ 13. The graph of f (x) = 2x2 − 3x + 5

will be translated 8 units down, producing
the graph of q (x) . Which equation
represents the new function, q (x) ?
A. q (x) = 2x2 − 3x − 3
B. q (x) = 2x2 − 11x + 5
C. q (x) = 2x2 − 3x + 13
D. q (x) = 2x2 + 5x + 5
Free Response
Complete the following questions in the space provided below. Show all of your work!
16. Give an example of an even function and an odd function. Graph the two functions on
separate graphs and state what makes each function even/odd. Get creative! (8 points total)
Even: y=
2 points for any function given that is even
1 point for any graph that matches function

provided. (If function was not even, but the
graph matches the function provided,
student will still receive this point.
What makes the function even?

1 point “symmetric about the y-axis.”
Odd: y=
2 points for any function given that is odd
1 point for any graph that matches function

provided. (If function was not odd, but the
graph matches the function provided,
student will still receive this point.
What makes the function odd?

1 point “symmetric about the origin.”
17. Sketch the following function by hand:

y= (x + 5)3 - 4 (8 points total)
4 points for graphing the point (-5,-4)

4 points for general shape of graph
If graph still shows cubic shape, but
is spread too wide or too narrow then 1 point
only for the general shape.
18. Sketch a graph that fits the following

parameters: (10 points total)
2 pt Maximum at y=3
2 pt Symmetric about x=-1
2 pt Y-intercept at y=2 23
2 pt X-intercepts at x=-4 and
x=2
2 pt for function passing vertical line test
(therefore, actually being a function)
Any graph acceptable as long as they meet

the above requirements.
19. Given the function f (x) = − (x − 2)2 − 2 : (9 points total)

a. Graph the function and its parent function on the same graph
5 points for correct graph of f(x)

4 points for correct graph of the parent function, y = x2
b. Using the equation given in part A, fill in the blanks for the following (8 points total)
1 point each
Domain: all real numbers Range: ( − ∞,− 2] Maximum: -2 Minimum: DNE (½ point if
student says -∞)
End Behavior approaching positive infinity: − ∞
End Behavior approaching negative infinity: − ∞
Is the graph symmetrical? If yes, list the points/lines it is symmetrical around?

Yes. (1 point) Symmetric about x=2 (1 point)
20. Use the graph of f provided to fill in the blanks below the graph, according to the function
f(x) shown in the graph below.
(8 points total, one point per question)

Domain: all real numbers Range: all real numbers Maximum: DNE (½ point if student says ∞ )
Minimum: DNE (½ point if student says − ∞ )
End Behavior approaching positive infinity: ∞
End Behavior approaching negative infinity: − ∞
Is the graph symmetrical? If yes, list the points/lines it is symmetrical around?

Yes. (1 point) Symmetric about the point (2,-4) (1 point).
Part Two - Artifacts

Student A
Feedback: You did really well in graphing different parent functions and functions reliant on
those. One area you can improve on is identifying the domain, range, maximum, minimum, end
behavior, rate of change, symmetries, intercepts and the portion of the graph that is
increasing/decreasing of a given function. You seemed to struggle with this in question 14 and
didn’t put any work, so I am not sure your thought process. Overall, you did really well!
Student B
Feedback: You seemed to struggle with this material, especially with graphing different parent
functions and functions reliant on the parent functions, creating functions, and differentiation
between even and odd functions. I would recommend coming in for remediation on those topics
because the next few units are going to rely on this foundation being solid. I think you are
understanding parent functions, but are having trouble manipulating them with the
transformations we have been addressing in class.
Student C
Feedback: You had a strong performance in working with graphing parent functions and graphs
reliant on those functions, and I was impressed with that. One area I think you could improve on
is identifying the domain, range, maximum, minimum, end behavior, rate of change, symmetries,
intercepts and the portion of the graph that is increasing/decreasing of a given function. This
seemed to be the part you struggled with the most on the test and weren’t showing enough work
to get credit. Being more thorough with your answers will help you out in the long run.
Student D
Feedback: I was impressed with your performance in identifying different parent functions,
differentiating between even and odd functions, and identifying the domain, range, maximum,
minimum, end behavior, rate of change, symmetries, intercepts and the portion of the graph that
is increasing/decreasing of a given function. These were areas I could tell you had a solid
foundation on. The areas you could work with a little more would be graphing different parent
functions and other functions reliant on those, and creating different functions given
specifications. Most of the questions you got wrong in this area were because you didn’t show
any work. Doing that will be beneficial not just in this unit, but in all your math classes.
Student E
Feedback: I was really impressed with your grade in this exam. You showed mastery in
identifying parent functions, differentiating between even and odd functions, and identifying the
domain, range, maximum, minimum, end behavior, rate of change, symmetries, intercepts and
the portion of the graph that is increasing/decreasing of a given function. One area you could
improve on would be creating different functions, and a lot of your mistakes looked like they
were made because you rushed through the exam. Take your time with these questions, because
they can be tricky. This will be helpful for the next few units that build off of this one as well.
Part Three - Patterns of Student Learning

3a. Provide a graphic representation of your data set tied to the learning outcomes.
3b. Describe, in prose, the patterns of student learning tied to the learning outcomes.
The majority of students showed a level of mastery (greater than 75%) in Learning Outcomes 1
and 4. The weakest performances were in Learning Outcome 3. Many students did not show any
work for these questions, so they were not awarded full credit or any credit for multiple choice
questions. Since they didn’t show work, it was hard to identify what they were misunderstanding
in the outcome. One student did a lot worse than the others, and I would try to work with that
student individually to bring him/her up to the same level as their peers. Not all students had the
same performance level per standard, so it is clear that different students understood different
parts of the unit.
Part Four - Reflection

4a. Describe your process of grading the assessments, including the strategies you used to avoid
bias in grading all five assessments.
My process of grading the assessments was that I had all 5 assessments and the answer key on
the table in front of me, and graded each question for all 5 students one at a time. I also graded
by having every student start at 100 and taking away points for wrong questions rather than
giving points for correct ones. I eliminated bias by starting with a different paper each time, and
didn’t look at the names on the papers so I wouldn’t associate any answers with a specific
individual. I tried my best to be consistent with each problem, and marked the same things off
for all of the papers. This is something that many educators do to grade exams to keep them
consistent and can help eliminate any bias that may happen otherwise (“Grading and Testing”).
4b. Based on this experience and your knowledge of assessment, what are the implications of
testing and measurement? Think about how your assessment and grading practices could: label
the students whose work you graded, impact the students’ educational progress, and affect
overall classroom climate and student behavior.
Even outside of the classroom setting, my friends who I gave this assessment to were very
competitive and wanted to know who did the best. Knowing that this would definitely happen in
a classroom, I would try to do something to allow students who weren’t comfortable with their
grade to not have to share it with others. I would also introduce activities to teach them that
failure is okay, which can help lessen competitiveness in the classroom (“How To Deal With
Overly Competitive Children”). These grades could label the students as smart or dumb, and
those are labels I want to avoid as a teacher. I think that all students have the ability to learn, and
the student that got a bad grade may have just not been able to present their thoughts on this kind
of exam.
4c. Explain how the feedback you gave students address their individual strengths and needs
relative to the standards and objectives measured.
I gave feedback based on how each student performed in each standard. I then looked at specific
questions in the standards they did not do well in to maybe get a sense of what mistakes they
might have been making. Unfortunately, a lot of them didn’t show much if any work, so it was
hard for me to give appropriate feedback in that sense. I looked at each student individually
rather than as a class so I could give more specific, appropriate feedback. I will also make sure to
provide this feedback to the students in a timely manner so they can learn from their mistakes,
which is something that Wormeli argues to help better assist our students (Wormeli).
4d. Describe at least one strategy you could use to support students in applying the feedback to
guide improvement. Think about how the strategy might change for different students in your
data set.
One strategy I think I could use is teaching students a lot more on showing their work and
working step by step for the questions they got wrong. I would try to hold extra tutoring hours so
that students could get more help on the content areas they struggled with, or if they had
questions about my feedback they could come ask. A lot of issues were with students not double
checking their work after making simple mistakes, so I would make sure to go over that as well
in class so they know that my expectations for them are high.
4e. What stood out to you about the construction and content of your assessment when you
evaluated and graded the five students’ work? Give specific examples of your strengths and
your weaknesses through this process.
One thing that stood out to me was that for one question, two of my students gave a correct
response that I hadn’t accounted for on the answer key. I gave them credit for it because it was
correct, I was just surprised that I hadn’t thought of it. One thing we decided as a PLT was to
give students half credit for certain problems if they answered infinity instead of DNE. A
majority of students gave the infinity answer, so that would be something to go over in the class
about vocabulary expectations. I did not award full points even though most students answered
that way, because there were students who answered it correctly (the way we were expecting
them to). I had a strength of being flexible in the first problem, and a weakness of maybe being
too rigid in the last one. I still stand by my decisions to award/not award points in both cases.
Part Five - Parent Letter
To the Parent/Guardian of Student B:
Your child did not do as well on this Unit Assessment as they have been recently, and fell short
of my expectations for them. I’ve sent the test home for corrections - they will be able to earn
half credit back for each question that they are able to answer correctly a second time. They
seemed to struggle the most with graphing different parent functions and functions reliant on the
parent functions, creating functions, and differentiating between even and odd functions.
Unfortunately, the next few units are going to build off of this one, as well as future math courses
they take.
I have a tentative plan to help Student B have a more solid grasp of this material, and your
cooperation will be both necessary and appreciated. First we have the partial credit he can earn
back on this test. He can use his notes and other resources to answer these questions. Next, I will
advise you send Student B in for some tutoring: I am available every day during lunch, and
Tuesdays and Thursdays after school. If the after school times do not work, let me know and I
will be able to move things around to meet with them. I do want him to come in at least 2 days a
week during lunch so we can work on getting a better understanding of these materials before the
curriculum gets more complicated. During these sessions I will also help Student B work on his
corrections so he can see how he arrived at his mistakes and what he can do differently to
prepare for the next unit.
Thank you for your investment in Student B’s education. I appreciate your concerns and will do
my best to keep working with Student B so he can have a better grasp on this material, and is
performing to the best of his abilities in this class. If you have any other concerns, please don’t
hesitate to reach out to me.
Sincerely,
TEACHER
References
“Grading and Testing.” The Center for Teaching and Learning, UNC Charlotte, 2018,
teaching.uncc.edu/services-programs/teaching-guides/assessment-and-feedback/grading-and-testi
ng.
“How To Deal With Overly Competitive Children.” Teaching Smart Children, 2018,
teachingsmartchildren.blogspot.com/2013/08/how-to-deal-with-overly-competitive.html.
Wormeli, Rick. Fair Isn't Always Equal: Assessing & Grading in the Differentiated
Classroom. Stenhouse Publishers, 2018.

Ed 311 Assignment 3

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Grading and Interpretation of Assessment Data Kate Wenger

Part One - Evaluation Criteria

Matching ​(1 point per blank. 8 points total)

____ 7. Which equation represents the graph

____ 8. What is the domain of A.

____ 10. Which of the following functions

____ 15. According to the graph of f

____ 13. The graph of f (x) = 2x2 − 3x + 5

1 point for any graph that matches function

What makes the function even?

1 point for any graph that matches function

What makes the function odd?

17. Sketch the following function by hand:

4 points for graphing the point (-5,-4)

18. Sketch a graph that fits the following

Any graph acceptable as long as they meet

19. Given the function f (x) = − (x − 2)2 − 2 : ​(9 points total)

5 points for correct graph of f(x)

End Behavior approaching positive infinity: − ∞

End Behavior approaching negative infinity: − ∞

Is the graph symmetrical? If yes, list the points/lines it is symmetrical around?

(8 points total, one point per question)

End Behavior approaching positive infinity: ∞

End Behavior approaching negative infinity: − ∞

Is the graph symmetrical? If yes, list the points/lines it is symmetrical around?

Part Two - Artifacts

Part Three - Patterns of Student Learning

Part Four - Reflection

Part Five - Parent Letter

To the Parent/Guardian of Student B:

prepare for the next unit.

hesitate to reach out to me.

Classroom​. Stenhouse Publishers, 2018.

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Matching (1 point per blank. 8 points total)

19. Given the function f (x) = − (x − 2)2 − 2 : (9 points total)

Classroom. Stenhouse Publishers, 2018.