Formative Assessment Project

Step 1: Identify Learning Objective

In 7th grade math, we are currently working on a unit on surface area and volume of geometric
figures. What would be formally assessed at this point of the unit would be the student’s
knowledge of the different types of geometric figures (rectangular prisms, triangular prisms,
cubes) and how to find the surface area of those figures. The learning objective would be:
Identify different types of geometric figures and find their surface area.

Step 2: Collect Evidence of Learning

To assess the student’s learning in this area, the students would be given an activity using a 3D
modeling software called Tinkercad. The students had been introduced to this program prior, but
it would still be fairly new to them. The activity would feature directions for the student to log
into Tinkercad, and generate three different models: a rectangular prism, a triangular prism, and a
cube (there are presets for these shapes in the program that they can use). The students are then
to adjust the dimensions of the shapes from the default, while keeping the figures' structural
integrity, then find the surface area for each of their figures. The students can also customize
their figures with different colors, and both teachers will be available for any questions they have
about the program.

Step 3: Analyze Data

At the end of the class, the students will share their Tinkercad file with the teacher, along with
their calculations for the surface area of their figures. There are a few different responses that
are to be expected. There will be a few points of interest when it comes to looking at the data.
First, it will be if the student will be able to access Tinkercad and follow the directions properly.
The second will be if the student put all the figures in the Tinkercad and they are all accurate.
Then lastly will be if the student was able to calculate the surface area of these figures, which is
likely to be the biggest challenge.

Step 4: Adapt Instruction / Learning Tactics

Instruction will be modified based on the responses received from the students. If less than 70%
of the students place all figures in the Tinkercad correctly, the different types of figures will be
reviewed to begin the next class. Then if less than 50% of the students properly find the surface
area of their figures, group work will take place in the next class. Three will be three groups if
necessary, one will be for identifying figures, one for reviewing finding surface area, and a final
group for those who completed the assignment correctly. For that last group, they will attempt
the same assignment again, except this time using three new figures we haven’t covered yet (a
pyramid, cylinder, and cone).

Step 5: Implementation & Reflection

In terms of implementation, my class was receptive to this formative assessment from my view.
They seemed to enjoy the program, and it felt like it helped the students visualize some of the
figures we have been talking about in class. That has been a challenge since we are virtual, so
this tool proved useful. They also enjoyed that they could have some fun with it, with some
students liking how it connected to Minecraft. As far as results are concerned, we hit our goal
for identifying and placing our figures in the program, but students still struggled with finding
the surface area of the figures, failing below the 50% goal. Part of that was because they found it
difficult to read the measurements in the program, but I did expect some issues here regardless.
So instead of making three small groups as proposed, I made two: one for reviewing surface
area, and the other for practicing with more figures in Tinkercad. Overall, I was happy with how
the assessment went, and would use this again in the future, albeit with a few tweaks here and
there depending on the class.