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Each day the students will do a series of activities that function as pre-

assessments. In my mind, the goal of these assessments is to be sure that the

students have the information that is already required of them to be able to move
onto the next lesson. For this reason, each of the pre-assessments covers
information that I find to be crucial information for the coming lessons that the
students should already have a firm understanding on. For the first lesson, I expect
that students should already have a solid understanding of functions since they
cover them in Algebra 1, which is a class that comes before geometry. I will conduct
this pre-assessment by having students complete a short review assignment
(written on the board) as they come into the classroom. For the second and third
days, I will conduct classroom discussions as methods of pre-assessing the students
and being sure that they have a firm grasp on the necessary material. By talking with
the students, I will be able to get a firm grasp of who understands the material and
who still needs to work on developing the ideas in the material. On the fourth day,
the pre-assessment will take the form of a Kahoot quiz where the students will
complete essential review questions from the previous two lessons. For the fifth
lesson, since the fourth lesson does not cover a lot of new material, I will simply look
over the students homework assignments as the form of pre-assessment. By
analyzing their homework, I will be able to tell if the students have the necessary
information or not. I think that having some of these pre-assessments as written
assignments and having some of the pre-assessments as class discussions will be
beneficial for the students because these forms of assessment use two very different

methods and thus will cater to two very different groups of people: the verbal
learners and the visual learners.

During class I will also use formative assessments to gauge how well my

students are learning the material. The main form of formative assessment that I
will use will be having students work on sample questions throughout the lesson. I
will allow students to work both individually as well as in groups to answer these
questions. While the students are working, I will walk around the room to be sure
that the students are on the right track in terms of understanding and completing
the questions successfully. Another form of formative assessment that I will use
during my instruction time is class discussion. I will constantly ask students for their
input on solving the problems and the best way to go about solving them. I will also
ask them to come up with ideas about how the concepts apply in our every day lives.
Conversing with the students during the lesson will allow me to determine if they
are fully grasping the material or not.

Outside of the classroom, I will also use assessments as learning. What I

mean by this is that I will give the students a series of sample problems to work on
outside of the classroom. As the students complete these sample questions, they will
learn by working on these problems. Students will also be able to ask questions
throughout the class. As they work to develop these questions, they will learn what
they know and what they dont know. I will also be able to assess what they dont
know from the questions that they ask and from the homework practice exercises
that they do not do correctly.

Lastly, at the end of my unit I will also use a form a summative assessment.

The form that I chose to use was a final project on tessellations. This project
combines the concept of mapping points from lesson one. It also encompasses the
concepts of transformations from lessons two, three, and four. Finally, it also
includes the concepts of tessellations from the fifth lesson. Thus I believe that this
form of assessment will be beneficial because the project is able to include all of the
important topics from the unit in a way that the students can be creative, rather
than simply produce the correct answer, as is commonly done on traditional forms
of summative assessments. This assessment is the only one that will be recorded in
the grade book. I will grade these tessellation projects based on a rubric attached to
the project sheet. Once I have graded these projects, I will enter the grades directly
into my teachers grade book and online.

These four forms of assessment will allow me to evaluate whether or not

students are able to correctly map functions, perform basic transformations,

combine transformations, and identify different types of symmetry. These four
forms of assessment, I believe, also vary enough in type that there are methods that
are preferable for everyone. For example, some people might not like writing and
thus the class discussions will be effective forms of assessment for them. Others
might not like to write and thus the Kahoot assessments will be beneficial for them.