¶ … classroom assessment, a teacher determines his or her current point within the instructional sequence of a unit of study and identifies the student academic learning goals to measure. "Select one class, a content area, and a unit of study to work with as you complete this performance task. Respond to the prompts below about the unit of study and its assessment."

Grade Level

Content Area: Math:

Grade level: 5 Content area: Mathematics Subject matter: _Graphs, Functions and Equations

"List the state-adopted academic content standards or state-adopted framework you will cover in this unit."

Graphs, Function Probability and statistics, and Equation: Statistics, Data Analysis, and Probability:

1.1: Arranges the raw data to plot graph and interprets the meaning of the data to produce information from the graph.

1.2: Understands the strategy to produce pair correctly .

Functions and Equations:

1.1: Uses the information collected from the equation or graph to answer the questions from the problem situations.

1.2: Focuses on the relationships between equations and graphs

1.3: Students will also be taught the method to draw a graph from the equation using the slope intercept formula.

1.4: Identifies four quadrants from the coordinate plane.

1.5: Solves problems that relate to linear functions and integer values, produce graph from an ordered pair of integer and equation.

2. "Describe the unit of study that addresses those standards."

The standard unit of the study requires students to produce the ordered pairs as well as their relationships. Students are also required to plot the graph to produce negative and positive numbers, which will make them producing graph and pair relationship. Students are required to plot negative and positive numbers on a coordinate plane and determine the number relationships.

3. "What is (are) the academic learning goal(s) for this unit of study"?

The learning goal is to assist the students developing skills and accuracy in writing, identifying and graphing ordered pairs on a plane. Moreover, students will be able to produce and explain simple relationships between equations and graphs.

4. "At what point in the sequence of the unit are you teaching"?

a. "At the beginning of the unit of study"

b. "Between the beginning and the end of the unity of study"

c. "At the end of the unity of study"

B. Assessment Planning

"If you are at the beginning of your unit, you will give your students an entry-level assessment. If you are moving through the unit of study, you will use progress-monitoring assessments. If you are at the end of the unit of study, you will use a summative assessment. (For more information about these three kinds of assessment, see Frameworks for California Public Schools, published by the California Department of Education." )

5. "For what purpose will your assessment be used within this unit of study"?

a. Entry-level

b. Progress-Monitoring

c. Summative

6. "Identify and describe the type of assessment. (verbal response, multiple choice, short essay, oral presentation, performance task, and the like")

I will use a performance task in order to assess students' understanding of mathematics. I will use two different methods to assess students' understanding. First, I will assess them with a written response. Moreover, I will assess them based on their explanations and corrections of their mistakes in quiz.

7. "What will your students need to know and/or be able to do to complete the assessment"?

To assist the students to succeed in the quiz, I will make them doing their homework and help them to understand the relationships between graphs and equations. The students will also be taught the slope of changes in graphs.

8. "What evidence of student learning will you collect"?

I will collect their written corrections and quiz.

9. "In what ways will the evidence document student achievement of the academic learning goal(s)"?

By analyzing the student's initial works as well as their written correction, I will be able to gain a greater understanding on whether the students have been able to achieve a progress towards their learning goals. If they make mistakes during the quiz and they are able identify their errors, I will know that they are learning from their mistakes.

10. "How will the student assessment evidence be measured or scored"?

The quiz worth 17 points: one point is assigned for each part, and students will be asked to correct their quiz. If they make a mistake, they will be asked to redo the exercise. However, if they are able to correct their mistakes properly and learn from their mistakes,...

However, if they continue making mistakes and not able to learn from their mistakes, I will remove half points from their marks.
11. "Think about how you will sequence your implementation of the assessment. Describe your plan for implementing the assessment in the order in which it will occur."

"Address each of the following and provide a rationale for each of your decisions":

"Teaching strategies including communicating the purpose of the assessment, the scoring criteria, and the procedures for completing the assessment."

Student activities

Student grouping

"Materials, technology, and/or resources, including the use of instructional aides, parents, or other adults in the room"

Assessment Implementation Plan

Rationale

The first strategy is to ask the students to carry out a little physical exercise to make them warm up. The warming up strategy will make them to be physically and mentally alert. Since this is supposed to be a daily routing, I will instruct them to pay a special attention to the warm up exercise because they will need to take the class lesson after the process.

I will inform the students that they should refrain from talking to one another during the warm up process. After they have finished the warming up, I will ask them to be seated. Then, I will access their prior knowledge by asking them what they have learned from the previous lesson. I will ask them the relationship between graphs and the integers. Moreover, I will guide them on the method that can be used to plot the graph in order to provide information. Furthermore, I will assist the students to be familiar with my learning goals through the lesson plan. I will also review the previous day lesson and focusing on vocabulary, which include y-axis and x-axis. I will use the direct style teaching to define origin, coordinate plane as well as coordinating graphs. I will deliver different examples to demonstrate the method students will employ to solve problems. I will make the overall class to solve problems by asking them recording their answers on their individual sheet of paper. I will also provide additional examples that will make all students participating in the exercise.

To demonstrate the graphical illustration, I will place the student in row and column to let them understand the use of x and y-axis. I will also ask them to work independently during the class assignment.

I will group them in pairs per table. I will randomly group them using their first names. Once the students have been with their partners, I will start the quiz. During the quiz, they will not be allowed to use notes, and after the quiz, I will provide the correct answers and if any of the group misses a problem, I will explain the mistakes and ask them to redo the exercises.

The physical exercise will make the students to be physically and mentally alert. By making them reviewing their previous learning, I will be able to engage them in a more meaningful learning . The method will make them understanding the meaning of the lesson. Moreover, the method will make the students to understand what they are expected to know at the end of the lesson. The process will assist them identifying important steps as well note-taking process.

By reinforcing and encouraging their vocabularies, the students will be more familiar with execution of the academic language. The method will assist them to put words into context and assist them to understand the proper use of words. The method will also assist the students to be able to solve mathematical problems at their levels. More importantly, the method will make me to identify common problems that students may have and re-teach as necessary. By monitoring their progress, I will make the students refraining from adopting in incorrect way of calculating the exercise that can lead to frustration. The grouping strategy will make the students getting additional support from their co-students .The method will also provide additional opportunities for students to ask questions as well as making them understanding concepts through a verbal reasoning.

The grouping method will assist them feeling comfortable and the method will encourage them working at a reduced space. The grouping will also make the students to learn from one another. The activity will make me to monitor their progress effectively.

12. "In what ways will you share the assessment results with students, families, and other colleagues and support personnel, when appropriate"?

I will share the results with students immediately after the exercise so that they will able to correct their mistakes. Moreover, I will talk to some students individually to make them understand their mistakes and method to correct the mistakes. Additionally, I will explain the correct steps they can use to correct their mistakes. I…