Project Template

Breakdown of Assessment	Percentage of Total Grade
Homework	15 %
Weekly Quizzes	15%
Word Journals	10%
Journal Presentation	5%
Final Project	15 %
Project Presentation	10 %
Formative Assessment CAT	15 %
Final Assessment	15 %

Formative Assessments

Memory Matrix So students get a good overview of the relations between the different scales of measurements.
Word Journal- To see if students are making connections between new topics learnt and real life application
Content, Form, and Function Outlines to assess how well students can separate and analyze information methodically.
Minute Paper -To see if the students are listening and understanding others presentations
Problem Recognition Tasks- to measure how well students are able to apply what they have learnt
Weekly Quizzes To check students understanding of new material covered in class
Homework to make students familiar with procedural techniques through practice

Summative Assessments

Project to see how well students demonstrate knowledge and skills learnt during the unit
Oral Presentations to check how well they are able to provide explanations of their work
Final Unit Test To see if the students can recognize applications where a specific function can be used.

Memory Matrix: For assessing prior knowledge, recall and understanding,

Since our project deals with applications of Units of Measure, it is important that students get an overview of the relations between the different scales of measurements; metric, imperial, Richter, how to convert from one to the other and when best to choose certain scales. In planning for a quick skim over this, we had decided to set up stations featuring objects/ scaled drawings of various lengths, weights, areas, volumes and rates. Students would be asked to measure, make observations and arrive at their own conversion charts, which would be handy for other lessons further into our unit project. The graphic quality of this method of assessment makes it an efficient tool and facilitates for easy retrieval of facts. This is useful as the students can provide feedback that can be quickly scanned and easily analyzed. We can see not only whether the students have knowledge of the basic information but also how well they have organized the information and processed the inter-relationships between the key facts.

Content, Form, and Function Outlines: to evaluate students' skills in analyzing and critical thinking.

We would require students to write brief notes answering the “what, how and why” in an outline form that can be quickly assessed. In eliciting the information, I can check how well they separate and analyze information. This exercise encourages students to analyze information methodically and critically. It also promotes thinking about patterns and common structures to represent real world situations mathematically. We would implement this CAT frequently during my lessons of functions; linear, polynomial, logarithmic, and exponential growths and decay. In reading about real world phenomenon; different rates and speeds, population growths, roller coaster rides students would need to build a table of data to best interpret and organize information provided. They would also find it useful to display the data in graphical forms. We hope to impress students on how important it is to choose scale and appropriate unit of measures in functional representation of subject matter of very similar content. Being able to verbalize, discuss and negotiate the best representation of a given set of data is a useful skill to develop.

Problem Recognition Tasks: To evaluate students' skills in problem solving

Once students have attained mastery of the necessary knowledge and skills, we would put forth more challenging word problems to hone in their skills to prepare for exams. Good problem solvers recognize the types of problems they are dealing with and are able to decide on the principles and techniques need to solve them. To assess how well the students are able to distinguish between different types of functions for example, they will receive a short one page assignment adapted from the final exam. Students work in small groups to benefit for the collaborative learning process. This is especially useful where there is a wide variation in metacognitive skill levels among students. The students need to indicate or predict which kind of graphical representation would best model the set of data given. If students were found to be having problems with say, exponential functions, the calendar could be revised to spend more time on this area. I need to be aware of course that even though students may be able to recognize a problem type, they would not necessarily know how to solve it.

Word journal: To evaluate students' skills in synthesis and creative thinking.

I would require students to make two a week. The first would record at least one new concept learnt. The second would be a little more involved as students would be asked to explain how they applied e.g. rates and proportion to their everyday life. This way we get to examine how well students synthesize prior knowledge and course content. Additionally we can assess their ability to interweave the familiar with the new in unexpected and stimulating ways. We are considering giving extra credit if they show evidence of having discussed their ideas with others. This is to encourage students to make personal connections, and take responsibility for their ideas. In promoting active learning to help learners construct their own knowledge structures, students should have the chance to articulate and make explicit their implicit ideas.

Word Journal Rubric

CATEGORY	4	3	2	1
Mathematical Concepts	Explanation shows complete understanding of the mathematical concepts used to solve the problem(s).	Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s).	Explanation shows some understanding of the mathematical concepts needed to solve the problem(s).	Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written.
Number of Examples	The journal has 11 or more different examples of math in real life.	The journal has 10 different examples of math in real life.	The journal has 5 - 9 different examples of math in real life.	The journal has 1 4 different examples of math in real life.
Strategy/ Procedures	Typically, uses an efficient and effective strategy to solve the problem(s).	Typically, uses an effective strategy to solve the problem(s).	Sometimes uses an effective strategy to solve problems, but does not do it consistently.	Rarely uses an effective strategy to solve problems.
Self-Identifies Areas of Difficulty	Asks questions or provides examples of learned material in 4 entries over four week period	Asks questions or provides examples of learned material in 3 entries over four week period	Asks questions or provides examples of learned material in 2 entries over four week period	Asks questions or provides examples of learned material in 1 entry over four week period
Mathematical Terminology and Notation	Correct terminology and notation are always used, making it easy to understand what was done.	Correct terminology and notation are usually used, making it fairly easy to understand what was done.	Correct terminology and notation are used, but it is sometimes not easy to understand what was done.	There is little use, or a lot of inappropriate use, of terminology and notation.
Diagrams and Sketches	Diagrams and/or sketches are clear and greatly add to the reader's understanding of the procedure(s).	Diagrams and/or sketches are clear and easy to understand.	Diagrams and/or sketches are somewhat difficult to understand.	Diagrams and/or sketches are difficult to understand or are not used.
Neatness and Organization	The work is presented in a neat, clear, organized fashion that is easy to read.	The work is presented in a neat and organized fashion that is usually easy to read.	The work is presented in an organized fashion but may be hard to read at times.	The work appears sloppy and unorganized. It is hard to know what information goes together.
Evidence of collaboration	The work is evident of adjustments made due to listening to suggestions and working cooperatively.	The work shows evidence of adjustments made but no indication of working cooperatively.	There was cooperation with others, but record of it in the journal.	There was no record of discussion or adjustments made to first entries.

Oral Presentation Rubric

Category	4	3	2	1
Creativity	Very original presentation of material; uses the unexpected to full advantage; captures audience’s attention	Some originality apparent; good variety and blending of materials/media	Little or no variation; material presented with little originality or interpretation	Repetitive with little or no variety; insufficient use of multimedia
Coherence and Organization	Concept is clearly stated and developed; specific examples are appropriate and clearly develop thesis; conclusion is clear; shows control; flows together well; good transitions; succinct but not choppy; well organized	Most information presented in logical sequence; generally very well organized but better transitions from idea to idea and medium to medium needed	Concept and ideas are loosely connected; lacks clear transitions; flow and organization are choppy	Presentation is choppy and disjointed; does not flow; development of thesis is vague; no apparent logical order of presentation
Material	Balanced use of Multimedia materials; properly used to develop thesis; use of media is varied and appropriate	Use of multimedia not as varied and not as well connected to thesis	Choppy use of multimedia materials; lacks smooth transition from one medium to another; multimedia not clearly connected to thesis	Little or no multimedia used or ineffective use of multimedia; imbalance in use of materials—too much of one, not enough of another
Speaking Skills	Poised, clear articulation; proper volume; steady rate; good posture and eye contact; enthusiasm; confidence	Clear articulation but not as polished	Some mumbling; little eye contact; uneven rate; little or no expression	Inaudible or too loud; no eye contact; rate too slow/fast; speaker seemed uninterested and used monotone
Length of Presentation	Within two minutes of allotted time +/-	Within four minutes of allotted time +/-	Within six minutes of allotted time +/-	Too long or too short; ten or more minutes above or below the allotted time

Final

CATEGORY	4	3	2	1
Overall Impression	Display reflects great efforts by student. It is well put together and aesthetically pleasing in terms of design, layout, and neatness.	Display reflects good efforts by student. It is neat and clear. Elements may be missing.	Display reflects little moderate efforts by student. It may not be well organized. Vague understanding is evident.	Display reflects poor or no effort by student. It is not well put together. Student understands little of the subject matter.
Display	Each element in the display had a function and clearly served to illustrate some aspect of the scaling. All items, 6, graphs etc. were neatly and correctly labeled.	Each element had a function and clearly served to illustrate some aspect of the experiment. Most items, 6, graphs etc. were neatly and correctly labeled.	Each element had a function and clearly served to illustrate some aspect of the experiment. Most items, 6, graphs etc. were correctly labeled.	The display seemed incomplete or chaotic with no clear plan. Many labels were missing or incorrect.
Mathematical concepts and correctness	Display shows complete understanding of the mathematical concepts involved, and an ability to communicate them to others.	Display shows substantial understanding of the mathematical concepts involved, and a general ability to communicate them to others.	Display shows some understanding of the mathematical concepts involved.	Display shows very limited understanding of the underlying concepts involved.
Mathematical Terminology and Notation	Correct terminology and notation are always used.	Correct terminology and notation are usually used.	Correct terminology and notation are sometimes used.	There is little use, or a lot of inappropriate use, of terminology and notation.
Use of technology, graphics, visuals, or manipulative	Visuals are creative, clear, and well-chosen, and greatly add to the viewers’ understanding.	Visuals are mostly creative, clear, and well-chosen, and add somewhat to the viewers’ understanding.	Visuals are somewhat difficult to understand, or poorly chosen for the information being conveyed.	Visuals are very difficult to understand or are not used (when they should have been).
Reference Material	A variety of types of reference material is used, and such references are clearly cited in a correct and responsible manner.	A limited list of reference material is used, and such references are clearly cited in a correct and responsible manner.	An extremely limited list of reference material is used, and such references are clearly cited in a correct and responsible manner.	References that are used inappropriately or are uncited give rise to plagiarism. Be sure you understand what constitutes plagiarism.
Labels	At least 12 accurate facts of importance on the model are clearly labeled with labels that are legible from at least 3 ft. away.	9-10 accurate facts of importance on the model are clearly labeled with labels that can be read from at least 3 ft. away.	5-7 accurate facts of importance on the model are clearly labeled with labels that can be read from at least 3 ft. away.	Less than 5 accurate facts are displayed. Labels are too small to view OR no important items were labeled.
Contributions	Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.	Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!	Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.	Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Focus on the task	Used time well during each class period Consistently stays focused on the task and what needs to be done. Very self-directed.	Used time well during each class period Focuses on the task and what needs to be done most of the time. Other group members can count on this person.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes remind to keep this person on-task.	Rarely focuses on the task and what needs to be done. Lets others do the work.

The Size of Things