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Transformative Assessment Blueprint Plan

Name Subject Area Grade Level

Tony Gonzalez Mathematics Grade 9
Estimated Time for Assessment Plan
Class Title Unit Title

Algebra I Functions

Part I: Planning for Enduring Understanding

What enduring understanding do you want students to learn through your content area?

The big idea is “Problem Solving”. The enduring understanding is that there are many ways to solve a
problem. Tools and strategies are strategically selected and used to solve a situation. It is also important to
reflect on the process and reasonableness of the solution. The essential question is “what is the best method to
use to solve the problem and does it make sense”.

List content-specific standards that your assessment plan will address:

 HSA-CED.A.3: Represent constraints by equations or inequalities, and by systems of equations

and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For
example, represent inequalities describing nutritional and cost constraints on combinations of
different foods
 HSA-CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in
solving equations. For example, rearrange Ohm's law to V= I R to highlight resistance, R
 HSA-REI.D.10: Understand that the graph of an equation in two variables is the set of all its solutions
plotted in the coordinate plane, often forming a curve (which could be a line)

Rationale: What criteria are implied in the standards and understandings regardless of the task specifics?
What content and skills must student work demonstrate to signify the standards were met?

 Describe the connections between an equation of the form Ax+By=C , the features of its graph, and
the rate of change in the situation
 Graph a linear equation of the form Ax+By=C
 Understand that rewriting the equation for a line in different forms can make it easier to find certain
kinds of information about the relationship and about the graph.

Pham, Fall 2019

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Part II: Designing Performance Task (examples available in Week 13 Powerpoint & guest speaker)

Describe the authentic performance task that students will engage in to demonstrate understanding?
open-ended, authentic context, multi-faceted and multiple steps, & interdisciplinary/21st century skills (e.g.
research, technology, presentation)

Previously, students have written and interpreted equations that model quantitative relationships and
constraints. They have also rearranged and solved equations, isolated one of the variables, and explained why
the steps taken to rewrite equations are legitimate.

In this lesson, students consider how parts of two-variable linear equations—the parameters and variables
relate to features of the graphs of those equations. They also think about how different forms of two-variable
equations affect the information we could gain about the relationships between the quantities and about the
graphs. Throughout the lessons, students practice reasoning quantitatively and abstractly (MP2) as they
interpret equations and graphs in context.

Let’s investigate what graphs tells us about the equations and relationships they represents

Essential Question:
What is the best method to use to solve the problem and does it make sense?

Rationale: Explain how your task exemplifies culturally sustaining assessment and advances UDL principle
of expression.

In this lesson, students consider how parts of two-variable linear equations—the parameters and variables
relate to features of the graphs of those equations. They also think about how different forms of two-variable
equations affect the information we could gain about the relationships between the quantities and about the
graphs. Throughout the lessons, students practice reasoning quantitatively and abstractly (MP2) as they
interpret equations and graphs in context.

Mark any of the principle(s) of Au’s (2009) restorative and transformative assessments that your
performance task addresses.

 Emphasis on healing, cultural self-knowledge, and/or decolonization

 Identifying and challenging institutional racism in their schools, districts, and communities
 Assess students’ understanding of, and capacities for, institutional and community transformation
 Nuanced, human, and complex expression of student learning, growth, and development

Rationale: Explain how your performance task is an example of transformative assessment

Linear equations can be written in different forms. Some forms allow us to better
see the relationship between quantities or to predict the graph of the equation.

Pham, Fall 2019

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Part III: Formative & Summative Assessment
Summative Assessment: What student products and performances will provide evidence of desired
understandings?

End of unit test and the required standardized test required by the district

Rationale: Explain how your summative assessment addresses content-specific standards

The aim is to evaluate student learning and academic achievement at the end of the unit which is typically
used to compare against a required universal standard or school benchmark

Formative Assessment: What strategies will you use to monitor student learning prior to and during
performance task and summative assessment? Name at least 2

Think – Pair – Share: Monitor student discussions and highlight responses

Exit Ticket: Check for student understanding with a “cool down” at the end of the class period.

Part IV: Assessment Tools

Assessment Tool: What content and skills will you be assessing in the summative assessment? By what
criteria will student products and performances be evaluated?

Student Self- Assessment: What tool will you use for students to monitor their own learning?

Pham, Fall 2019