Samples of Evaluating Student Performance

Sample 4..........Grade 5

Curriculum Organizer: Statistics and Probability (Data Analysis)

Learning Outcomes

It is expected that students will:

identify a question to generate appropriate data and predict results
create classifications and ranges for grouping data
display data by hand or by computer in a variety of ways including frequency diagrams, line plots, and broken-line graphs
evaluate the graphic presentation of the data to ensure clear representation of the results

In addition to these outcomes the teacher will assess students':

attitudes towards mathematics
reasoning and problem-solving skills
communication skills
group skills

Planning for Assessment

Students worked on a data analysis unit that covered all eight learning outcomes for data analysis. The teacher introduced and reviewed necessary mathematical language and vocabulary. Students, individually and in small groups, investigated several questions and practised a variety of methods to collect, record, and display data. Lessons and class discussions highlighted the use of different graphs. Examples of graphs (pictographs, tables, bar graphs, frequency diagrams, broken-line graphs, and line plots) from newspapers and magazines were used to review students' prior knowledge and to informally assess their current understanding of the concepts. The class interpreted the graphs, discussed which questions the graph might be trying to answer, and determined the effectiveness of the different formats in communicating different types of information.

Defining Criteria

The teacher and students discussed the criteria and generated specific examples of ways that they could demonstrate the attitudes, mathematical thinking, and communication skills while working on the data analysis task.

Attitudes

To what extent does the student:

take risks and question mathematical data and conclusions
show a willingness to persevere

Mathematical Thinking

To what extent does the student:

include a workable plan for useful data collection (questions, strategies)
organize and present information in a clear, effective manner, including ranges for grouping data
explain his/her reasoning, problems encountered, and conclusions in a daily log

Communication

To what extent does the student:

communicate ideas to the class orally and using visual displays
use mathematical language (terms and notation)
accept group decisions and share responsibility for how the group works

Assessing and Evaluating Student Performance

The teacher gave students the following instructions for the task: "Your group's task is to make a plan for investigating a question. (e.g., How many cats would you find within three blocks of the school? What is the best hockey team?) You will begin by making a plan that will include the question that you will try to answer, ways you intend to collect the data, and a prediction of the results. From the list that I have written on the chalkboard, choose at least two different formats that you could use to display this information. Once you have collected the data, prepare an oral report and a visual display for the class. Keep a daily log of your work." The teacher used a holistic rating scale to evaluate each student's performance. Equal weighting was given to each category. Students used the same scale for self-assessment, completed a self-evaluation for entry in their learning log, and included evidence to justify the level on the scale that best described their performance.

A	Outstanding	The student fully achieved the purpose of the task, including thoughtful, insightful interpretations and conjectures; raised interesting questions; communicated ideas and findings fully and clearly in the oral presentation and in the visual display; worked well independently and collaboratively as required; and went beyond minimum quantity and quality expectations.
B	Very good	The student achieved the purpose of the task, including thoughtful interpretations and conjectures; raised interesting questions and communicated ideas effectively; understood the task as demonstrated by the visual display; and worked well independently and collaboratively as required.
C+	Good	The student accomplished the required tasks and communicated ideas; demonstrated a basic understanding of the task through his/her visual display; and worked persistently with some teacher support to overcome problems encountered.
C	Satisfactory	The students completed the task. The oral report communicated major ideas with few details. The visual display had all major components, but minor errors were apparent. The student worked with the group when necessary.
C-	Minimally Satisfactory	The student completed the visual display and the oral report at a basic level, but required support from the teacher and peers to work co-operatively with the group.

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Revised: October 20, 1997

BC Ministry of Education