Individual Assessment Sheet

Individual Assessment Sheet is given to students at the beginning of the project, collected at the end of the project. These sheets
help students to assess their competencies themselves and know their changes before and after the project.
Criteria 1 2 3 Score
Understanding the
I do not know what can I understand what statistics is I comprehend clearly the role
role and meaning
statistics help to better our but I do not know for sure and the meaning of statistics
of statistics in our
lives. how its role plays in our lives. in our lives.
lives.
I am not sure that I There are some terminology I
Understanding the I understand comprehensively
understand the requirements cannot take the meaning of in
project in study. the project of interest.
of this project. the project.
Apart from height/weight
Determining assizes I do not know which assizes I I know that I can measure the
measurements, I can do the
to measure to need to measure to make a height and the weight of a
shoulder/bust measurements
make a shirt. shirt. person to make a shirt.
to make a shirt.
I know about the sizes but I do
Identifying the size I am not sure that I have an I can identify exactly the size
know how assign them to the
of a shirt based on understanding of the sizes of a of a shirt based on the
measurements I have
the measurements. shirt. measurements collected.
collected.
Identifying
investigative I do not know how to I can identify the investigative I can exactly identify the
information and investigate the information information but I am not sure investigative information and
collecting data for and how to collect the data. I can collect the data. wisely collect the data.
this situation.
I know how to create a
I can make a complete
Making the I am not sure that I can make frequency table but I do not
frequency table with the data
frequency table. a frequency table. know how to fill the data in
available in this table.
the table accurately.
Representing data I have idea in mind about I can make a complete
I have no idea what a
on a histogram making a histogram but I histogram with the data
histogram is.
(frequency graph). cannot implement it. available in this graph.
 Distinguishing I cannot make the difference I can tell the difference
I can clearly distinguish these
mean, mode, and between mean, mode, and between just any two of
three statistical terminology.
median. median. them.
Understanding the
I clearly comprehend the data
data from the I understand nothing about I understand the data but in a
shown in the table and the
frequency the data in those displays. vague way.
graph and ready to analyze it.
table/graph.
Understanding the I understand the concept of
concept of mean I remember the meaning of mean and I can find the
I cannot recall the definition
and how to find it mean but I do not know how average measures of bust,
of mean.
from the frequency to find it. shoulder, height, or weight of
table/graph. the students in the class.
I understand the concept of
Understanding the
mean and I can find the
concept of median I remember the meaning of
I cannot recall the definition median in the list of bust,
and how to find it median but I do not know
of median. shoulder, height, or weight
from the frequency how to find it.
measurements of the
table/graph.
students in the class.
Understanding the
I understand the concept of
concept of mode I remember the meaning of
I cannot recall the definition mode and I can find which size
and how to find it mode but I do not know how
of mode. of shirt is the most/least
from the frequency to find it.
popular in the class.
table/graph.
Explaining and
demonstrating the I cannot explain and I explain and demonstrate the I accurately explain and
process or demonstrate the process or process or procedure with demonstrate the process or
procedure procedure. minimal errors. procedure.
accurately.
The solution is The solution is partially The solution is completely
The solution is incorrect.
correct. correct. correct.
 Project Book Assessment
Project Book is given to students at the beginning of the project. This books help teachers to assess the performing process of
students.
This is an example of a Project Book from a group of four students.
PROJECT: STUDENTS UNIFORM
In order to prepare for the new school year, school wants to make students uniform. Can you help the school to summarize sizes of
students in your class?
Initial ideas:
- Bringing scale and ruler to measure the heights and weights of students in class.
- Gathering data into groups.
- Assigning the grouped data with the appropriate sizes of shirt.
- Representing data in the frequency table/graph.
- Analyzing data and deducing important information from the table/graph.
Work division sheets:
Member 1 Member 2 Member 3 Member 4
Bring scale to measure the Divide the data into groups +
Bring ruler to measure the Record the data collected +
weights + Match the grouped Deduce the important
heights + Represent data in Represent data in the
data with the sizes information from the
the frequency table. histogram (frequency graph).
appropriately. table/graph.
 All four members finally check the answers together for any needed changes.
Performing plan + Information (Pictures included):

Measure the weights Measure the heights

Measurements recorded:
Number Name Height (cm) Weight (kg)
1 Andrea 158 50
2 Barry 159 55
3 Chantal 170 66
4 Dean 175 75
5 Erin 177 80
6 Felix 171 66
 7 Gabrielle 165 60
8 Humberto 164 59
9 Ingrid 173 74
10 Jerry 180 86
11 Karen 166 60
12 Lorenzo 169 70
13 Melissa 160 51
14 Olga 173 74
15 Pablo 177 75
16 Tanya 165 60
17 Van 171 67
18 Vicky 176 76
19 Wanda 160 50
20 Wendy 159 51

Group discussion:

From the table above, our group decided to divide the data into six groups:
Group Height (cm) Weight (kg)
1 [155, 161) [50, 58)
2 [161, 167) [58, 66)
3 [167, 173) [66, 74)
4 [173, 179) [74, 82)
5 [179, 185) [82, 90)
6 > 185 > 90
Depend on the shirt size table above, our group matched each grouped data with the appropriate size:
Group Height (cm) Weight (kg) Size
1 [155, 161) [50, 58) XS
2 [161, 167) [58, 66) S
3 [167, 173) [66, 74) M
4 [173, 179) [74, 82) L
5 [179, 185) [82, 90) XL
6 > 185 > 90 XXL

In the next move, our group has counted the number of students corresponding to each grouped data. And this job was equivalent to
creating the frequency table.
Group Height (cm) Weight (kg) Size Frequency
1 [155, 161) [50, 58) XS 5
2 [161, 167) [58, 66) S 4
3 [167, 173) [66, 74) M 4
4 [173, 179) [74, 82) L 6
5 [179, 185) [82, 90) XL 1
6 > 185 > 90 XXL 0
From the frequency table above, our group has created the histogram (frequency graph):

Histogram about shirt sizes

0
XS S M L XL XXL

Column3

From the histogram above, our group can deduce that the most popular shirt size in the class is size L, and the least one is size XXL.
From the frequency table, we can calculate the average weight and height in out class:
158.5+ 164.4+170.4+ 176.6+182.1
Average height = 20
=168.2 (cm)

54.5+62.4+70.4 +78.6+86.1
Average weight = 20
=67.6 (kg)

From the data recorded table, we can rearrange the data in order to find the median:
 - Data for height: 158, 159, 159, 160, 160, 164, 165, 165, 166, 169, 170, 171, 171, 173, 173, 175, 176, 177, 177, 180.
 Median = 169.5 (cm).
- Data for weight: 50, 50, 51, 51, 55, 59, 60, 60, 60, 66, 66, 67, 70, 74, 74, 75, 75, 76, 80, 86.
 Median = 66 (kg).

Assessment tables:
Individual scoring table

Criteria Score

Understanding the role and meaning of statistics in our lives.

Understanding the project in study.

Determining assizes to measure to make a shirt.

Identifying the size of a shirt based on the measurements.

Identifying investigative information and collecting data for this situation.

Making the frequency table.

Representing data on a histogram (frequency graph).

Distinguishing mean, mode, and median.

Understanding the data from the frequency table/graph.

Understanding the concept of mean and how to find it from the frequency table/graph.
Understanding the concept of median and how to find it from the frequency table/graph.

Understanding the concept of mode and how to find it from the frequency table/graph.

Explaining and demonstrating the process or procedure accurately.

The solution is correct.

Self and peer collaborative scoring table

Self-
Category Member 1 Member 2 Member 3
evaluation
Contribution to the group goals

Consideration of others

Time-management

Contribution of knowledge

Focus on the task

Problem-solving

Preparedness

Monitor group effectiveness

Working and sharing with others

 Teacher’s assessment

1 2 3 4 5

The group do not understand The group has a clear and

the requirements and the complete idea and they know
initial idea is not clear. what to do in this project.

1 2 3 4 5

The work is not distributed evenly The work is distributed evenly

among members in groups. Some among members in groups. Every
members do less than the others. member has equal duties.

1 2 3 4 5

The plan is not organizedly The plan is perfectly organized.

performing. They do not carry out They follow the plan in an ordered
the plan in an ordered way. way.

1 2 3 4 5

The data collected is missing. They They collect the data

do not know how to record it comprehensively and represent in
scientifically. a scientific way.

1 2 3 4 5

Collaborative Assessment Sheet is given to students at the beginning of the project or after finishing the project. These sheets help
students to assess their and their peers’ team-work skills.
Category 4 3
Routinely provides useful
ideas when participating
in the group and in
Contribution to
classroom discussion. A
the group goals
definite leader who
contributes a lot of
effort.
Shows sensitivity to the
feelings and learning
Consideration of needs of others; value
others the knowledge, opinion,
and skills of all group
members.
Routinely uses time well
throughout the project to
ensure things get done
on time. Groupd does
Time-
not have to adjust
management
deadlines or work
responsibilities because
of this person’s
procastination.
Consistently and actively
contributes knowledge,
Contribution of
opinions, and skills
knowledge
without prompting or
reminding.
Collaborative Assessment Sheet
2 1
Sometimes provides
Usually provides useful Rarely provides useful
useful ideas when
ideas when participating ideas when participating
participating in the group
in the group and in in the group and in
and in classroom
classroom discussion. A classroom discussion.
discussion. A satisfactory
strong group member May refuse to
group member who does
who tries hard! participate.
what is required.
Shows and expresses
sensitivity to the feelings Needs occasional
Shows sensitivity to the
and learning needs of reminders to be sensitive
feelings of others.
others; encourages the to the feelings of others.
participation of others.
Usually uses time well
Tends to procastinate, Rarely gets things done
throughout the project,
but always gets things by the deadlines AND
but may have
done by the deadlines. group has to adjust
procastinated on one
Group does not have to deadlines or work
thing. Group does not
adjust deadlines or work responsibilities because
have to adjust deadlines
responsibilities because of this person’s
or work responsibilities
of this person’s inadequate time
because of this person’s
procastination. manegement.
procastination.
Contributes knowledge, Contributes information
Contributes information
opinions, and skills to the group with
to the group only when
without prompting or occasional prompting
prompted.
reminding. and reminding.
 Focuses on the task and
Focuses on the task and what needs to be done
Consistently stays
what needs to be done some of the time. Other Rarely on the task and
Focus on the focused on the task and
most of the time. Other group members must what needs to be done.
task what needs to be done.
group members can sometimes nag, prod, Let others do the work.
Very self-directed.
count on this person. and remind to keep this
person on-task.
Does not suggest or
Does not try to solve
Actively looks for and refine solutions, but is
Refines solutions problems or help others
Problem-solving suggests solutions to willingly to try out
suggestedd by others. solve problems. Let
problems. solutions suggested by
others do the work.
others.
Almost always brings
Almost always brings
Brings needed materials needed materials but Often forgets needed
needed materials to class
Preparedness to class and is always sometimes needs to materials or is rarely
and is always ready to
ready to work. settle down and get to ready to get to work.
work.
work.
Routinely monitors the Rarely monitors the
Routinely monitors the Occasionally monitors
effectiveness of the effectiveness of the
Monitor group effectiveness of the the effectiveness of the
group and makes group and does not work
effectiveness group and works to make group and works to make
suggestions to make it to make the group more
the group more effective. the group more effective.
more effective. effective.
Almost always listens to,
Often listens to, shares Rarely listens to, shares
shares with, and Usually listens to, shares
with, and supports the with, and supports the
supports the efforts of with, and supports the
efforts of others, but efforts of others.
Working and others. Tries to keep efforts of others. Does
sometimes is not a good Participates in needed
sharing with people working well not cause ‘waves’ in the
team member. changes when prompted
others together. Helps the group. Willingly
Participates in needed and encouraged; always
group identify necessary participates in needed
changes with occasional or often relies on others
changes and encourages changes.
prompting. to do the work.
group action for change.