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Katie Carbone

Education 302/303
In this Unit on Angles and Triangles, students will be assessed through various forms of
formative and summative assessment. The formative assessments include: classwork, homework,
and a Do Now for some of the lessons. The summative assessment will be a formal test given
at the end of this Unit. This assessment plan is unique to the specific group of 8th graders for
which this Unit is planned. They are hands-on learners and can stay more engaged and try harder
when they are not taking a formal assessment.
First, I will not be giving any formal quizzes in this Unit. In each lesson, I have allowed
time for students to work individually on their own whiteboards in class, where I can check the
students thought process and work as we work through example problems. I find that this is a
great way to gauge how much students have learned from the lesson, and also makes me aware
of how well the information was presented or if the material needs to be emphasized again.
Students can also be aware of their own progress, and learn from their mistakes immediately
before working on a homework assignment with little to no direction. In addition to classwork
done on whiteboards, students will have the opportunity to use other hands-on materials, such as
transparency sheets, geoboards, and Ipads, where I can observe what my students are learning
and how they are able to apply it. One other type of assessment in this section is having the
students create their own real-life word problems in Lesson 5, relating to similar triangles. In the
rubric included in Lesson 5, I am looking for students to collaborate with their peers, to show me
the reasoning behind the problem they created, to prove they understand the concept by creating

a problem that works, and be able to clearly present their problem to the class and explain it after
their peers have worked through the problem.
Second, these students will be assessed based on how they do their homework. Most of
these concepts require students to show their thought process and prove why they got a specific
answer. I will give partial credit when students show me their work and show that they thought
through a process to conclude an answer, even if the answer is incorrect. I will also use
homework to help me gauge how much the students are understanding the material, but also to
give the students practice so they can more easily understand and retain the content of the
Third, some of my lessons include a Do Now, or a creative problem or scenario that
students must think through and apply their life experiences. This will help me observe how any
student processes information and how capable they are of thinking outside the realm of a
classroom to apply mathematical concepts.
Finally, there will be a summative written test given at the end of the Unit. This test will
include problems for each of these lessons, which the students will have practiced. Prior to this
test, I will play a review game with them, called ZAP!, where students will be placed on teams
and they will work to solve the problems I give. This will also help me determine how ready my
students are to take their test. When I grade this formal assessment, I will be looking for how a
student has shown me that they understand the material by checking their work to see their
thought process to conclude an answer. I will give partial credit for work shown if an answer is
incorrect, but if there in no work to support an incorrect answer, no credit will be given for that