Concept Map and Misc. Assessment Decisions


Okay, so we have some philosophy down to guide our decision making. We have some rules and procedures, a way to communicate the test questions across multiple teachers, and some basic forms so our freshman will have a consistent set of handouts and standards. 

Now all we need is some way for the teachers to know exactly what he heck we are doing and tracking the same way.  One thing to note when looking at this.  In our district Alg 1 is split into semesters, Algebra 1 and Algebra 2.  So our Alg 2 class is called Algebra 3,4. (yes, it does cause confusion when talking to people in other districts / states.)

Great, we have standards aligned with each topic, those standards are aligned with the district CRT’s, so hopefully we have all our arrows pointing in the same direction.

We spent quite a lot of time massaging this.  We are not assessing everything that could be assessed.  For instance, we are not assessing 1 step equations.  We still have to teach it, but if the learner can do 2 step and multi-step equations, then they can do 1 step equations.

 

What I will not post here (for obvious reasons) is our excel spreadsheet with the questions in it.   We used Microsoft Equation 3.0 to construct our problems, so they are objects that can be copied and pasted into the following file.

This is our Test Blank

that we agreed to use.  Copying and pasting the problem into it gives us a very structured way to give out tests.

Finally, we agreed to a rolling 3 in class assessments. This means that every assessment will have 3 presentations to the class.  The first time will be an “A” assessment, and the second and third will be “B” assessments.  If the learner passes any of them once, the “A” assessment is complete.  They only need to do the “B” assessment for full credit.

Gradebook next!

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