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Unit/Project Rubric and
Assessments:
How the students will be evaluated
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Points
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Accepted
(on
time and meets standards)
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Needs
Revision (on-time but needs some revision)
(-15%)
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Needs
conference/ Late
(-30%)
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Background
Knowledge Probe and
Course-Related Self-Confidence Survey
(completion grade)
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3
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Chain Notes
Participation
(completion grade)
must participate 3 or more times
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3
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Intro to Software
Activity
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7
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Guest Speaker and/or
Video Reflection
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7
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Unit Test: What, How,
Why?
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15
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Annotated Portfolio
Images are to be created as a group, but students are
to submit individually written explanations and
diagnostic
learning log entries.
Images, explanations, and logs should be compiled
in a folder.
Each student must submit an individual portfolio.
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50
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Recreated Images
Images
for each type of function
Images from the Hunt for Functions
Activity
“Choice” images of
Group
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20/50
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Explanation
Mathematical & Direct
Paraphrasing
submissions per image
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20/50
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Diagnostic Learning Log
(completion grade)
One
submission per image
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10/50
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Final Presentation
(done as a group)
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15
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Total Points
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100
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Concerning the assignments done as a group: All group members participate equally. If member
participation has not been fairly shared, grades will be weighted
appropriately.
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MORE EXPLANATION
FOR SOME OF THE ASSESSMENTS:
Background
Knowledge Probe and Course-Related Self-Confidence Survey
At beginning of unit to gain
insight into the students prior understandings
EX: Draw the basic shape of a parabola.
What
type of function is shown in the figure on the right?
What
happens to a linear function, f(x), if you add a constant of 3?
COMPLETION GRADE
Chain Notes
Participation (participate 3 times- These need to be on different days.)
Spontaneous reflections during
class (The student will ask the following questions of himself: what is the
class doing, what am I doing, what am I learning, what is my group working
on, what do I like/dislike pertaining what the class is currently working on,
what do I understand/not understood pertaining what the class is currently
working on?)
COMPLETION GRADE
UNIT TEST: Content,
Form, and Function Outline
At conclusion of unit
Students would
be given a table with three columns: What, How, and Why
The “What” would stand for “What is the change made to the
function's numerical equation.” The “How” would stand for
“How do we see this change in the graphical representation?” and
the “Why” would stand for “Why does the numerical change
cause the visible change in the graphical representation?”
For example, I'd give them the following:
What: y = f(x) --> y = f(x) + 2
For the “How,” I'd hope the students would say that the graph
shifts up by two units.
For the “Why,” I'd want them to explain that all of the values of
f(x) + 2 are simply the values of f(x) moved up by 2 units, thus causing the
entire function to be shifted up by 2 units. For the rest of the assessment,
I would supply either the “What” or the “How” and
have the students supply the answers to the remaining two questions.
SUMMATIVE GRADE
Annotated Portfolio
Throughout unit
Images for each recreation
assignment
Explanation of how the images
were made
Mathematical Explanation- the
technical explanation
Directed Paraphrasing-less technical, more aimed at explaining
math using common English
Diagnostic Learning Log-student’s reflection on what he
learned, what was unclear, areas he understand well, etc.
SUMMATIVE GRADE
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