Transcript Photo Assessment Album

Photo Assessment
Album
Walden University
Melanie Williamson
EDUC-6731C- Assessment for Student
Learning
Assessment Photo Album on Motion
Grade 8
Methods & Purposes of
Assessment
The purpose of this Photo Album is to give you
an overview of the different concepts you will be
learning in the unit Exploring Motion in
Mathematics and Science. This was created so
that you can follow your progress as we
complete the unit.
You will be able to view the learning goals and
outcomes for the unit.
You will have a chance to view the assessments
that will be used throughout the unit.
You will have a chance to view performance
tasks as well as see the rubrics that accompany
them.
Make sure that you view the whole photo album.
Unit Goals
Students will explore motion in
both science and math.
Students will learn about how
force, mass and acceleration
can affect real life situations.
They will learn about slope
which is also known as the
rate of change. Students will
solve equations that will deal
with distance, rate, and time.
Learning Activities
WHERETO Elements
Where? What? Why? – Students will explore motion in this unit. They will investigate how objects are
put into motion by force and other things that may cause them to move. Students will examine slope and
how it is known as a rate of change from one point to another on a line. Also students will learn how
distance and time are related to the rate or speed of an object. The final thing that will be studied in this
unit is simple machines and the affect that they have on work.
Hook/ Hold – I will build prior knowledge by asking students to name several things that are related to
this unit on motion. I will create meaningful activities that incorporate reading, writing, and problem
solving across both science and mathematics.
Equip - I will equip students with the tools to analyze and investigate the topic of motion. I will allow them
to use computers, view presentations on a television or by using a projector, and have them explore
internet websites. These are the various forms of technology that will be used in this unit.
Rethink/Revise- Students will have the opportunity to revise their work in order to meet standards.
Evaluate/Reflection – Students will write student reflections in their journals. Students will complete
exit tickets to explain what they have learned.
Tailor – In order to tailor instruction, I will incorporate Bloom’s Taxonomy and Gardner’s Theory of
Multiple Intelligences in all of my lessons. This is important in order to meet the various needs of all
students.
Organize – Managing the Learning Environment - Students will work in groups. Each group member will
have a job. There will be a group leader, reporter, recorder, and a runner. Runners will be the only group
member who is allowed to move out of their seats to get supplies. The group leader is in charge of keeping
order in the group and making sure the experiment is running smoothly. The reporter is the person who
reports information to the teacher and the class. The recorder is the person who records the data. Each
day the jobs will be changed so that everyone has the chance to do each job.
Learning Outcomes/Goals
Students will understand...
Newton’s First Law - Objects at rest will stay at rest, or
objects in motion will stay in motion, unless acted on by an
unbalanced force.
Newton’s Second Law - The acceleration of an object is
directly related to the force exerted on that object and
oppositely related to the mass of that object.
Newton’s Third Law - For every action, there is always
an opposite and equal reaction.
Acceleration is proportional to the force acting on the
object and inversely proportional to the mass of the
object. F = ma
The relationship between velocity and acceleration
Slope is the measure of steepness of a line. It is also
know as the rate of change from one point to another on a
line.
The formula for calculating slope is the ratio of the rise
over the run or rate of change in the y values divided by
the rate of change in the x values.
Slope can be found using a graph, table, or from an
equation.
The slope intercept form of an equation of a line is y = mx
+b.
Learning Outcomes/Goals
Students will be able to...
Determine the amount of mass needed to make a
bridge fall.
Calculate the force that needs to be applied to
an object in order for it to fail.
Calculate the speed or acceleration of an object
Calculate the velocity of an object in a specific
direction.
Find the slope of a line using an equation
Find the slope of a line using data in a table
Find the slope of a line using a coordinate graph
Create an equation from a table
Solve equations for an unknown variable
Solve d = rt for distance, rate, or time
Solve f = ma for force, mass, or acceleration
Georgia Performance Standards
•
8th Grade Science
S8P3. Students will investigate the relationship between force, mass,
and the motion of objects.

Determine the relationship between velocity and acceleration.

Demonstrate the effect of balanced and unbalanced forces on an object in
terms of gravity, inertia, and friction
.
8th Grade Mathematics
M8A1. Students will use algebra to represent, analyze, and solve
problems.
•Solve algebraic equations in one variable, including equations involving
absolute values.
c.Solve equations involving several variables for one variables in terms of
the others.
d.Interpret solutions in problem contexts.
M8A4. Students will graph and analyze graphs of
linear equations and inequalities.
a.Interpret slope as a rate of change.
d.Determine the meaning of the slope and y-intercept in a given situation.
e.Graph equations in the form y = mx + b.
M8P4. Students will make connections among mathematical ideas and to
other disciplines.
•Recognize and use connections among mathematical ideas.
•Understand how mathematical ideas interconnect and build on one another
to produce a coherent whole.
•Recognize and apply mathematics in contexts outside of mathematics.
Essential Questions
•
Who is Sir Isaac Newton?
•
What is he most famous for?
•
What are the three laws of motion?
•
What is formula that can be used to calculate the force or acceleration of an object?
•
What is the force that pulls down on objects and causes acceleration?
•
What is the difference between an object in motion and an object at rest?
•
How can you determine how much mass is need in order for a bridge to fail?
•
What is slope?
•
How can you calculate slope?
•
Name three ways slope can be found.
•
What is the equation for the slope intercept form of a line?
•
What is the formula that can be used to calculate distance, rate, or time?
•
How are distance, rate, and time related?
•
When can the distance formula be used?
•
How can you solve for an unknown variable in a linear equation?
Assessments
Appropriate Assessment Methods (slides 10-18)
Designing a Performance Task (slides 19 - 20)
Collaboration Rubric for the Photo Album (slides
21-22)
Designing a Rubric For Interdisciplinary Unit
(slide 23)
Planning for Paper-and -Pencil Assessments
(slides 24 -30)
Appropriate Assessment
Methods
In the Exploring Motions Unit, there will be
several types of assessments given to check for
student’s understanding of concepts. These
include diagnostic, and formative assessments.
Examples of each type are on the following
slides.
Diagnostic Assessment I
•
Parent/Community Survey on Motion
•
Directions: Your job is to survey different people that you know on the questions below on the topic of Motion. You may
survey your parents, family members, teachers, or people in the community. Reference materials may not be used to answer
any of the questions below.
1.
Who is Sir Issac Newton?
2.
What is the difference between an object in motion and an object at rest?
3.
What is acceleration?
4.
What is the difference between force and mass?
5.
What does it mean for data to be linear?
6.
What is the meaning of slope?
•
Name two things that has a slope.
•
In the ordered pair (5,12), ________ is the x term and _______ is the y term.
1.
What do each of the variables represent in the formula d = rt?
2.
Name 3 things that are in motion daily.
Diagnostic Assessment II
K
Know
W
Want to
Know
L
Want to
Learn
•
KWL Chart on Motion
•
Students will complete a KWL chart on Motion. In the K column, students will write what they know about motion and any vocabulary related to motion. In
the W column, students will write what they want to know about motion. The L column will be saved until after the learning takes place.
Diagnostic Assessment III
K
Know
W
Want to
Know
L
Want to
Learn
•
KWL Chart on Force, Mass, and Acceleration
•
Students will complete a KWL chart on force, mass, and acceleration. In the K column, students will write what they know about force, mass, and
acceleration. In the W column, students will write what they want to know about force, mass, and acceleration. The L column will be saved until after the
learning takes place.
Diagnostic
Assessment
IV
Brain Drain on Tables, Graphs, Slope, and Linear Equations
Directions: In this activity, you will write out every detail that
you know about creating tables, graphing lines, determining slope,
and solving linear equations. You may give examples, formulas, and
even draw illustrations to demonstrate your knowledge.
Formative
Assessment I
In your journal, write a reflection explaining how your predictions for the
bridge experiment compared to the actual data you collected for the bridge
experiment. Explain what things could have affected your results. Discuss
what you discovered by conducting this bridge experiment.
Formative
Assessment II
Exit Ticket
What is motion?
What does it mean to be linear?
What is slope?
How do you determine slope from ordered pairs?
Determine the slope of the following (2, 6) (10, 12).
Formative
Assessment III
Students will complete a performance tasks on determining slope from
ordered pairs as well as on a graph. Students will have to describe their
process for calculating slope from an ordered pair, in an equation, as well as
on a graph. Students will be given a rubric to self assess their learning. The
rubric will explain what the students need to do in order to exceed or meet
standards.
Formative Assessment IV
Bridge Experiment Performance Task
Students will collect data. They will correctly complete a table,
graph, calculate slope, and write an equation. They will then write a
reflection on their findings and procedures. Students will be given a
rubric to self assess their learning. The rubric will explain what the
students need to do in order to exceed or meet standards.
Designing A
Performance Task
Performance Task
•
GRASPS
Goal – You will find out what slope means and how it can be used in real life. You will find the slope and y-intercept
using data in a table and on a graph. You will create an equation using the slope and y-intercept and then change it
from standard form to slope intercept form. You will calculate the force needed to make a bridge of a certain
thickness or length fail.
•
Role – You will be an engineer. You will be making a bridge and determining how many pennies it will take to break
a bridge. You will use several bridges of different thicknesses. You will also use bridges of different lengths.
•
Audience – You will be reporting your findings to your engineering supervisor and all of the other engineers in the
class.
•
Situation – Your supervisor wants to know whether the weight a bridge can hold depends on the bridge thickness
or the bridge length. You must report which bridge you think will hold the most weight before it breaks.
•
Product/Performance – You will first create several bridges of different lengths. You will then suspend the
bridge using two textbooks of the same width. You will start with bridge thickness of 1 sheet of paper and
continue adding thickness. You will measure the amount of pennies it will take to break the bridge. You will record
your data in a table, graph it, and then calculate the slope. You will create an equation using the slope and yintercept. You will demonstrate how to change from the standard form of an equation to the slope intercept form
of an equation. You will finally calculate the force needed in order for your bridge at the maximum thickness to
fall. You will then repeat the same process using different lengths instead of thickness. You will present your
findings by hand using posters or electronically using PowerPoint.
•
•
Standard/Criteria: See Rubric
Collaboration Rubric
A collaborative rubric was created for this photo
album. Each person in the group shared ideas
on which type of presentation tool that we
thought would be great for collaboration on a
photo album rubric. I as well as other group
members listed various essential traits that the
photo album should include. We collaboratively
agreed on which traits we felt were important.
Each person read over the rubric and made
necessary changes until we had a rubric that
everyone agreed was good.
Collaborative Photo Album Rubric
Assessment Photo Album Rubric
Criteria
Beginning
1 point
Proficient
2 points
Exemplary
3 points
The unit goals are clearly
stated
Goals are not clear
Goals are somewhat clear
Goals are clearly stated
The assessments align with The assessment did not align with The assessment aligned with a few The assessment aligned with all the
essential questions in the unit
the essential questions stated all the essential questions in the of the essential questions in the
unit
unit
in the unit plan.
Two or three different assessments More than four different assessments were
A variety of assessments are Less than two different
assessments were used throughout were used throughout the unit
used throughout the unit
used to allow students to
the unit
demonstrate knowledge.
Creativity
Photo album has a few original
Photo album is somewhat creative, Photo album is very creative, thoughtful
ideas to help enhance the project thoughtful and starts to engage
and fully engages students in the
but did not incorporate throughout. students in the assessment process assessment process
The album will have minimal
success in engaging students in
assessment process
Technology
Technology technique does not
Technology techniques somewhat
enhance student learning or align enhance student learning and are
with the learning goals.
somewhat aligned with the
Technology use does not stimulate learning goals. Technology use
student interest in the assessments. somewhat stimulates student
interest in the unit assessments.
Technology techniques fully enhance
student learning and are completely
aligned with the learning goals.
Technology use greatly stimulates student
interest in the assessments pertaining to
the unit.
Performance Task Rubric
Bridge Experiment Rubric
Criteria
Exceeds Standards
3 points
Meets Standards
2 points
Does Not Yet Meet
1 point
Predicting
Group provided several ideas of what
would happen.
Group provided some ideas of what
might happen.
Group provided one or no ideas of what might
happen.
Recording
Groups correctly recorded all of their data Group recorded some of their data on a Group incorrectly recorded their data on a table.
on a neatly created table.
table.
Table was created incorrectly.
Graph
Group correctly created ordered pairs and Groups graphed most of their data
graphed their data on a coordinate graph correctly on the coordinate graph.
Group graphed their data incorrectly on the coordinate
graph
Slope
Group correctly calculated the slope
showing all of their calculations.
Group gave the correct slope and
showed some of their calculations
Groups gave the incorrect slope and showed very few
calculations
Equation
Group correctly created an equation for their
data and explained how they arrived at the
equation.
Group correctly created an equation Group did not correctly create an equation for
for their data. They did not explain their data. They did not explain how they arrived
how they arrived at the equation.
at the equation.
Presentation
Groups were very creative in presenting
their presentations. Chart paper was very
neat. PowerPoint presentations were very
creative.
Group showed a little creativity in
presenting their presentations. Chart
paper included all requirements but a
little unorganized.
Participation
Group worked great together. Each group Group worked well together. Some of
member participated in the experiment.
the time they worked together.
Group showed no creativity in presenting their
presentations. Work was missing on Chart paper.
The chart paper was very unorganized.
Group had some problems working together.
Pencil - and - Paper
Assessment
Proposition
If you wanted to determine
whether an object will stay at
rest if at rest or stay in
motion if they are in motion,
you would have to determine
if there is an unbalanced
force acted upon the object.
The force exerted on an
object can be found by
determining the product of
the acceleration and the
mass of the object.
True True/False Item:
One way to find
the force exerted
on an object is to
determine the
product of the
acceleration and
the mass of the
object.
False True/ False Item
One way to find the
force exerted on an
object is to determine
the sum of the
acceleration and the
mass of the object.
Short Answer or Fill-in-the-Blank Item
If you wanted to determine
the force exerted on an
object, you could
_________________________
_________________________
________________________
Multiple-Choice Item:
•
Which of the following ways can you determine how much force is
exerted on an object to cause it to change from being at rest or
in motion?
A.
Find the sum of the acceleration and mass of the object
B.
Find the quotient of the force and the acceleration of the
object
C.
Find the product of the acceleration and the mass of the object
D.
Find the product of the force and the mass of the object
Essay Item
Discuss what an
unbalanced force can do
to an object that is at
rest or an object in
motion. Explain how you
would determine how
much force is exerted
on an object to cause it
change from being at
rest if at rest or from
being in motion if in
motion.
Group Revisions
There was
no revisions
done on this
photo album
due to no
response
from group
members.
Personal Reflection
Creating this photo album has
helped me understand the
importance of assessments. It
was fun creating it. It is a
great resource for students to
use to get an overview of what
is expected of them while
completing a unit. Students
can see standards they will be
learning, the learning goals
and outcomes, and all of the
different types of assessments
they will encounter during the
unit. They can see a rubric the
performance task that they will
have to complete. I think that
students will be very motivated
to complete this unit after
viewing this photo album.
Student Reflection on
Photo Album
Reflect on your
experience
reviewing this
photo album.
Explain what
your expectations
for learning are
for this unit.