Running head: ASSESSMENT EPISODES

Assessment Episodes
Lillian Whelan
Hunter College

ASSESSMENT EPISODES

Section 1: The School and the Students

(A) School Context
John V. Lindsay Wildcat Academy Charter School (Wildcat) is an alternative high school
located near Battery Park that actively supports the needs of youth who have not previously
found success in a traditional high school environment. Wildcat seeks to provide students with
the ability to create individualized education plans to enable their completion of a high school
diploma, while improving their social and emotional behavior. Students are provided both
educational and vocational opportunities to continue to engage their many interests as they
complete their necessary credit hours. A majority of the students are in danger of aging out, with
an attendance cap at the age of 21. According to Principal Ron Tabano, the school operates on a
track schedule, broken into three weeks, A, B, and C. Students are placed in a particular week
dependent upon their attendance rate and effort in their studies. Students in A or B week have
attended a majority of their classes and continued to complete their internship hours. The weeks
alternate, with A week students in classes while B week students complete internship hours. A
student is placed in C week, participating only in internship, for a semester, only after they have
chosen not to attend classes or internship hours in a previous semester. The C week students will
move into an A or B week schedule after they have improved their attendance rate for that
probationary period. This aligns with Wildcats emphasis on their academic focus and clear
behavior expectations (Wang, n.d.).
For my student teaching semester, I am observing and teaching at Wildcat in a math
classroom, with eleventh and twelfth grade students. From my observations, the school is

ASSESSMENT EPISODES

located in lower Manhattans Battery Park area, an affluent neighborhood frequented by tourists.
Students are not allowed to leave the building during lunch or free periods, except for Honor
Roll students on Fridays. The schools culinary program, which employs Wildcat students,
provides free lunch to all students; many students comment on the high prices for meals in this
area. The student demographics of the school are described as 1% Asian, 47% Black, 47%
Hispanic, and 2% White, with 6% ELLs, 23% requiring Special Needs services, and 73% of
students are overage and/or undercredited (Farina, 2015). Although a majority of the students
live in the Bronx and have daily commutes to school exceeding one hour each way, the DOE
Progress Report for Wildcat states that there is a 100% change in attendance rate after attending
this school.
According to their mission statement, Wildcat seeks to serve the students who have been
disenchanted with traditional schooling and to provide alternative opportunities to graduate high
school (Wang, n.d.). The graduation rate for all students is at 32%, which is classified as
approaching a target graduation rate for a NYC DOE school (Walcott, 2013). Students who
attend Wildcat from the beginning of their high school career boast a 70.5% graduation rate,
surpassing the target. I would infer that Wildcat provides an educational experience that better
meets the needs of underprivileged youth when compared with other NYC schools. Wildcat
received a B rating, with a score of 66.3, missing the highest rating by 1.7 points (Walcott,
2013). Due to the average student being over traditional high school age and under credit hours,
the data is skewed when compared with NYC schools that boast four-year graduation rates.

ASSESSMENT EPISODES

From my observations, the class size ranges from 5 to 20, averaging more closely to a 10
to 12 range. Each class has one teacher, unless there is push-in Special Education teacher. The
school requires about a 60% in-seat time requirement to ensure students arrive to school on time
and attend all classes i.e. teachers keep track of the amount of time students are present during
the class period.
(B) Context
I am observing and teaching in an advanced 12th grade Algebra II/Pre-calculus course.
The students are beginning their course with linear functions and rates of change. My
assessment will lead more into linear modeling following lessons in linear functions. This course
is aligned with the NYS Common Core Standards, and the curriculum is modified from the
online textbook emathinstruction (Weiler, 2014). The students for this assessment are expected
to graduate this coming May. They have completed their NYS Regents requirements for math
and are taking this advanced Algebra II course for the necessary math credit. After discussions
with the teacher, she hopes that this course will serve as a more challenging platform that will
allow for deeper introspection into math topics while modifying the course weekly dependent
upon the interests of the students. As a school, the average Regents Algebra I score exceeds the
target score with a 68.5 (Farina, 2015). The students in this course have all passed the exam with
scores above a 75. There is a total of eight students in this course.
(C) Students
The two students I will be assessing for this project are both seniors. As noted before,
they have already passed their Regents exam for Algebra I, but they still need to complete a math

ASSESSMENT EPISODES

credit, so they have been placed in this advanced course. I was given permission to access grades
from their transcripts. To protect their identities, I will refer to the student by initials JG and JL.
Our class culture allows for open conversation and many of these students actively share
personal information, particularly about their families and life outside of school.
JG is a 16-year-old male, who has taken and passed four out of the five required Regents
exams necessary for graduation. He received a score of 81 on the Integrated Algebra Regents
exam, and is not required to take the Common Core exam. According to his teachers, JG
regularly exhibits mood changes that will affect his desire to participate, but he consistently
attends classes. He has shared that his biological parents are both deaf and that he was placed
into foster care at the age of three. He identifies his race as mixed, highlighting mostly his
French and Thai nationality. From my work with him, I recognize a willingness to learn more
complex content and an aversion to using a calculator or writing down processes for finding
answers to problems. He answers questions quickly and takes pride in being asked for assistance
from his peers. JG leads the class as the student with the best number sense; his mental math
skills provide him the ability to reason how to apply his understanding to new math content.
JL is a 17-year-old female, who has also taken and passed four out of the five required
Regents exams necessary for graduation. She took both the Integrated Algebra Regents exam,
scoring 76, and the Common Core Algebra I Regents exam, scoring a 67. JL is HispanicAmerican. JL had to leave her previous school to find a safer environment. According to her
mother, as a new student at Wildcat, her grades have improved immensely and she often remarks
about enjoying her classes. JL is self-motivated, willing to struggle over a difficult problem

ASSESSMENT EPISODES

without giving up. JL regularly attends class and seeks out help during the lessons. She
sometimes takes longer than her peers to understand concepts and will need individualized
attention at least once per class to review her progress. Unlike JG, JL utilizes her notes and
calculator as she works in class.
Both students have expressed a preference for studying Math, but neither plan to pursue a
math related career or job. I chose these students because of their regular attendance.
Section 2: Learning Goal and Learning Progression
(A) Learning Goal
The unit for this assessment is focused on Linear Functions, Equations, and their Algebra. I
will begin with Linear Equations and lead into Linear Modeling. From the Common Core
standards, the students should learn to construct and compare linear, quadratic, and exponential
models and solve problems. As well, from the Common Core standards, students should be able
to interpret expressions for functions in terms of the situation they model.
The learning goal for this assessment episode is: to identify two forms of a line and to create a
linear model from a word problem. The rationale for this goal is the ability to construct a model
based upon a prescribed situation provides students the skills necessary to approach similar
models found in Chemistry, Physics, and Statistics. A student should leave school with the
knowledge of analyzing change in growth over a period of time and with the ability to compare
linear models with one another to make educated conclusions about data.
The Common Core standards that align with this goal include

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CCSS.MATH.CONTENT.HSF.LE.A.1: Distinguish between situations that can be modeled with

linear functions and with exponential functions
CCSS.MATH.CONTENT.HSF.LE.B.5: Interpret the parameters in a linear or exponential
function in terms of a context. The sub-standards that reflect this goal are:
CCSS.MATH.CONTENT.HSF.LE.A.1.A: Prove that linear functions grow by equal differences
over equal intervals, and that exponential functions grow by equal factors over equal intervals.
CCSS.MATH.CONTENT.HSF.LE. A.1.B: Recognize situations in which one quantity changes at
a constant rate per unit interval relative to another.
The Common Core standards that are addressed in this learning goal act as the Student
Learning Objectives(SLOs) for this assessment, with a focus on CCSS A.1.A and A.1.B.
The student learning objectives for this assessment are as follows:
1) Given a scenario, students will be able to model a linear relationship using the
equation of a line.
2) Given a scenario, students will explain the significance of a dependent value by
interpreting a linear equation.
(B) Learning Progression
In reference to CCSS A.1.A, students will be able to prove that linear functions grow by
equal differences over equal intervals BY identifying a linear function based upon its rate of
change. In reference to CCSS A.1.B, they will also be able to recognize situations where one
quantity changes at a constant rate per unit interval relative to one another BY representing a
linear function in two ways, using the equation of a line,

y=mx +b y=mx +b , and the point-

ASSESSMENT EPISODES

slope formula,

y 1 y 2=m( x 2x 1) y y1 =m( xx 1) . After achieving mastery in this skill,

students will learn to extrapolate information from a word problem to interpret how to construct
a linear model and differentiate between an exponential function and a linear function,
referencing CCSS A.1. A sub-goal is for the students to effectively use their graphing calculator
to analyze the linear model, finding the x and y-intercepts, in addition to other determined
values. This will be evidenced in providing a specific period of growth, or output (y-value), to be
inputted into the function to assess the students ability to analyze their model.
Section 3: Teaching
(A) Rationale and Description
After conferring with the teacher for goals this semester, we have decided to focus a
majority of the class time on new content. We will limit the number of homework assignments,
but students will be assessed daily on their participation and completion attempts of classwork.
Students are instructed to work with one another appropriately during class, i.e. strategize about
processes and solutions without one person explicitly stating the answer.
The class is small, having a regular attendance of 4 to 5 students out of the eight on the
roster. The room is a rectangular shape with two desk ledges that extend the length of both sides
of the room. In this class period, the students sit towards the front of the room, near the
whiteboard. One wall is made up almost entirely of windows, facing the inner side of a building,
which does not allow for external light. The class periods are 50 minutes in length and students
are actively working, i.e. without lecture, for 35 minutes out of each lesson. The direct
instruction portion is shortened because the students have shown progress in having more lead in

ASSESSMENT EPISODES

the lessons. As well, the active work time, broken up only by student questions, is intentionally
placed to encourage collaboration and thoughtful reasoning as students work on new content.
Each student is assigned a calculator to be kept in the classroom. All lessons are
modified from emathinstruction.com (Weiler, 2014). Students have access to all lessons and
accompanying videos if they are absent or require additional clarification on content outside of
class time.
Both JG and JL prefer to verbalize their plan for solving a problem before proceeding.
JG prefers not to write down a majority of his steps so the think-aloud allows me to catch
mistakes that usually arise in a mental math calculation. JG has expressed in the past that he
feels smarter when he doesnt have to write his work down. Therefore, I want to afford him
the opportunity to work in a way that increases his confidence. JL likes to check in often when
learning a new concept, so a think-aloud will encourage her to reason with me about her steps.
Typically, when JL converses about a process, she will discover the correct steps with minimal to
no probing. Without the ability to reason aloud, she struggles and expresses feeling stuck and
unsure of what is right.
Section 4 & 5: Assessment Method and Task Development
For this assessment, students will receive direct instruction on using the average rate of

change formula,

f ( b )f ( a )
After the students practice finding the average rate of change
ba

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10

when given two points, I will discuss the following questions with each student to assess their
comprehension of this skill.

Questions asked orally, and individually,

1.
a.
2.
3.

What are the two coordinates you determined?

How did you choose these coordinates and label them?
What can you conclude from the rate of change?
What type of function are you determining?
Students have previous knowledge in this topic because they have learned the slope
equation, but there is often a disconnect when understanding this new formula for finding rate of
change. I expect for problems to arise for students when identifying and labeling the points as
(a , f (a))

and (b , f (b)) . I will look for students ability to recognize how the average rate

of change affects the graph of a function. This is a DOK level 2 because students must use
information given to label points and calculate a rate of change. This skill is necessary for
moving forward in linear modeling and must be mastered to prevent future errors or
misunderstandings of the graphs. During the lesson on rates of change, after direct instruction, I
moved about the room to conference with the students, asking the questions above, in relation to
the worksheet. There were four students present and I did visit with all four, but will share
feedback on only JG and JL.
The assessment task, a constructed response, will require students to extrapolate
information from a word problem to create a linear model using both forms of a line. I will

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11

assess students ability to identify the y-intercept and average rate of change after their reading of
the word problem. This assessment method is a DOK level 2 because students must use the
information from the word problem to develop a linear modelusing both forms of a line
sketching the graph on their calculator, analyzing the function to project future values, and
determining a point of intersection after graphing an additional line. This level is necessary
because students must work on their application of a level 1 skill to accurately understand the
basis of the math concept. This objective will enable students to create their own linear functions
for applicable situations.
As the students entered the class the following day, I assigned this constructed
response(below) to be completed immediately. The four students worked independently, asking
only a few clarifying questions.
Section 6 & 7: Students Responses and Feedback
Both JG and JL completed the constructed response below. I will include an analysis of
their response along with a summary of how their results compare to the SLOs.

For the constructed response, I had to remind JG multiple times to express his thinking on
paper. He was quick to respond to me with his answers, but had to be reminded to write them
down as responses to the prompts. His hesitation to write out processes for finding solutions
sometimes has caused him to incorrectly calculate a value. In this instance, I requested he look
over how he calculated the slope when at first he communicated an incorrect response. He had
no difficulty in determining two coordinate pairs from the word problem. As well, after finding

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12

the rate of change in part b, I had JG re-read the question to ensure he answered all parts. He
immediately left the response of, the slope shows the decline of gas as the hour passes to
correctly interpret the slope. In part c, JG showed strength in finding an equation for this linear
model by creating the equation in two steps. First, he recalled the formula for the equation of a
line and inputted the slope found in part b, while leaving out the b value for the y-intercept.
Then, he inputted one of the coordinate pairs into his equation, multiplying the slope by one of
the x-values in his head, before writing down the equation where he found the y-intercept. In
class, I could easily analyze that JG is strong in relating his number sense to an application. His
success from those skills are found both in calculations and in his interpretations of a scenario.
Finally, in part d, the questions seeks for students to find the zeroes of the equation, i.e. set g
equal to zero and solve for the remaining variable. In JGs response, from his equation
determined in part c to the equation he writes down for part d, the slope changes, i.e. in part c,
his equation: g = -1.25 h + 8.5 and part d, his equation: g = 1.25 h + 8.5. Although he finds the
correct value for h when g is zero, and accurately interprets the value, he removed the negative
sign on the slope and did not give evidence for how he decided to divide 8.5 by 1.25. This again
relates JGs desire to write as little as possible, and to instead, reason internally about a process
and write down only what is necessary for a result. I would interpret his changing of the
negative sign as an understanding that both -8.5 -1.25yields the same result as 8.5 1.25. A skill
that is cultivated by this assessment is the affirmation that proper reasoning ability will allow a
person to implement a shortcut for finding a result with possibly a more rational, or efficient
procedure.

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13

JL was confused at first when she received the constructed response. She needed
prompting when developing her equation. In part a and b, she quickly utilized point slope
formula, accurately labeling her coordinate pairs and finding the slope. JL is detail oriented and
is careful when completing a task. In the prompt, JL made a point to underline important
phrasing or key terms in order to begin the task. As I reviewed her progress during class, I had to
remind JL to reread instructions on each part. She had not interpreted her slope and had to return
to part b. As well, she forgot to label her units. Although it was not stated in the task, labeling
units is method that is continually assessed. She interpreted her slope as she uses -1.25 gallons
per hour. Although the slope is negative, JL may have expressed this finding in a different way
to more accurately reflect the findings, e.g. the amount of gas decreases by -1.25 gallons per
hour.
In part c, again, JL references the point-slope formula. She was able to appropriately
manipulate this formula to rewrite what she used in part a as,

y y 1=m(x x1 ). JL is careful

in expressing each step. As well, she recalled immediately inputting a coordinate pair into the
equation along with the slope will allow her to find a y-intercept. For part d, she used the
equation she found in part c, as requested in the question, to input set her equation equal to zero.
JL found the same result as JG, but did not restate her findings in terms of the question.

In part b of the constructed response, I did not indicate how the students must find the
slope. In class, I previously taught both the rate of change formula, or point-slope formula, and

ASSESSMENT EPISODES

the equation of a line. The rate of change formula,

14
f ( b )f ( a)
, was new content for this
ba

class.
For the assessment, I did not specify the method students must use to find the slope because the
opportunity for choice in class provides more power for an individual student over their learning.
This is evidenced in comparing JG and JLs responses, where they utilized different methods to
find slope. Wildcat describes their educational vision as a non-traditional instructional
approach [that] is tailored to the particular needs of its students and engages them more actively
in the learning process, an approach where the students of Wildcat will find success. (Wang,
n.d.). This assessment and feedback of their results is intended further improve the students
ability to appropriately analyze a linear model. Mastery in this area will allow the students to
find success in future areas related to exponential modeling, statistical modeling, etc.
SLO

Students will be able to model a linear

relationship using the equation of a line.
Student
Responses

JG

JG was
able to
model a
linear
relationshi
p using the
equation of
a line. JG
did not use
the new
rate of

Interpretation
of Evidence

Current
Level of
Subskills in
Progression
There is
There is
evidence that
evidence
the student can the student
identify two
is on track
coordinate
with the
pairs to
learning
determine the progression.
slope and
and this
input the
skill does
results into the not need to
equation of a
be

Students will explain the significance of a dependent

value by interpreting a linear equation.
Student Responses

Interpretatio
n of
Evidence

Current Level
of Subskills in
Progression

JG appropriately
interpreted his
findings in part b
and d.

There is
evidence the
student can
find
dependent
values, but
has
difficultly
interpreting
his results
using

There is
evidence that
the student is
on track with
the learning
progression to
manipulate an
equation, but
may struggle
in interpreting
his findings

Part B
He wrote, slope
shows the decline of
gas as the hour
passes.
Part D

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JL

15

change
formula.

line.

readdressed
.

He wrote, gallons
divide by 1.25 then
hours to do that to
reach 0 would be 6.8
hours.

appropriate
phrasing or
math
vocabulary.

appropriately
when facing
new
scenarios.

JL was able
to model a
linear
relationshi
p using the
equation of
a line. JL
did not use
the new
rate of
change
formula.

There is
evidence that
the student can
identify two
coordinate
pairs to
determine the
slope and
input the
results into the
equation of a
line.

There is
evidence
the student
is on track
with the
learning
progression.
and this
skill does
not need to
be
readdressed
.

The student at first

only gave a
numerical value for
the slope in part b
and did not interpret
or restate her
findings in part d.
JL struggled to
interpret the slope
and the zeroes of the
equation.
Her only
interpretation in part
b, she uses -1.25
gallons per hour.

There is
evidence the
student can
find
dependent
values.
She needed
assistance in
interpreting
her results in
part b.

There is
evidence that
the student is
on track with
the learning
progression to
manipulate an
equation, but
may struggle
in interpreting
her findings
appropriately
when facing
new
scenarios.

JGs Constructed Response

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ASSESSMENT EPISODES

JLs Constructed Response

17

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Section 8: Plan use of results: Instructional Responses and Further Assessments

The constructed response for the first assessment was assigned as a closing activity for a
lesson on linear modeling. Based upon their responses, after providing feedback, I designed a
short assessment to be completed at home. In this assessment, which is below, I provided three
scenarios. The first two scenarios are multiple choice response questions that can quickly
measure their interpretation of the value in a linear model. The third scenario is a similar
constructed response as their assessment. The students do not have difficulty creating a linear
relationship using the equation of a line. Therefore, the multiple-choice response questions are
not only assessing the first SLO. Instead, their interpretation of these models will correlate with
their ability to successfully satisfy the second SLO. The first question mirrors their ability to find
the zeroes of an equation, while the second question offers a more challenging linear relationship
to model. The third scenario directly assesses their ability to explain the significance of a
dependent value by interpreting a linear equation.
I assigned this task as an at home assignment to better encourage the students to relay on
the feedback from the first assessment and on their notes. As well, they will not be under any
time constraints to return the assessment compared with the constraints of completing a task
before a period ends. I will not be present while students complete the task, allowing me to
better objectively assess how well they understand the assignment. I am removing myself as an
immediate resource to better help the students rely on their notes.

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20

JG struggles with starting his work or explicitly stating his processes. This task will
cultivate skills necessary for responding to written prompts appropriately, using proper phrasing
and math vocabulary.
JL works well on her own when she is allotted enough time to complete a task. As well,
the task will be a strong measure of her ability to utilize the skills required to create a linear
model and to interpret the values within that model.
This assessment should close the gap on any difficulty with interpreting specifically the
zeroes of the equation. The third question provides more scaffolding to find the result, by
explicitly stating what students must input to determine the result.
A future topic in their curriculum this semester is exponential modeling. The skills
required for creating and analyzing exponential models are the same skills assessed in these
tasks. Therefore, by ensuring students have achieved mastery of these skills by aiming to satisfy
the two outlined SLOs, the students should face little difficulty when looking to exponential
models.

Name___________________________ Date_________________________
Period_______________

1. At what time would a driver reach the city of Chicago if they are heading towards the city at
58 miles per hour and started 261 miles away with the distance as D, represented as D = 261
-58t?

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21

(1) 5 hours

(3) 58 hours

(2) 203t hours

(4) 4.5 hours

2. The cost, C, of producing x-bikes is given by

selling x-bikes is given by

R=350 x .

C=22 x +132 . The revenue gained from

If the profit, P, is defined as

P=RC , then which

of the following is an equation for P in terms of x?

(1) P = 328x 132

(3) P = 328x + 132

(2) P = 372x + 132

(4) P = 372x 132
3. Edelyn is trying to model her cell-phone plan. She knows that it has a fixed cost, per month,
along with a $0.15 charge per call she makes. In her last months bill, she was charged $12.80
for making 52 calls.
(a) List one coordinate pair from
the information above in the
form, (c, P) .

(b) Create a linear model, in point-slope

form, for the amount Edelyn must
pay, P, per month given the number
of phone calls she makes, c.

(c) How much is Edelyns fixed cost? In

other words, how much would she have
to pay for making zero phone calls?

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22

References
Farina, C. (2015). NYC school survey. Retrieved September 23, 2016, from
http://schools.nyc.gov/OA/SchoolReports/2015-16/Survey_2016_M707.pdf
Walcott, D. M. (2013). Progress report 2012-13*. Retrieved September 23, 2016, from
http://schools.nyc.gov/OA/SchoolReports/201213/Progress_Report_2013_HST_
M707.pdf
Wang, T. (Ed.). (n.d.). Home page - john v. lindsay wildcat charter school. Retrieved
September 23, 2016, from http://www.jvlwildcat.org/
Weiler, Kirk. (2014) Home page- tools for teaching math in the 21st century. Retrieved from
http://emathinstruction.com/