Samples of Evaluating Student Performance

Sample 5..........Grade 6

Curriculum Organizer:

Patterns and Relations (Patterns)
Shape and Space (Measurement)

Learning Outcomes

Patterns and Relations (Patterns)

It is expected that students will:

construct a visual representation of a pattern to clarify relationships and to verify predictions
summarize a relationship using everyday language in spoken or written form
predict pattern relationships

Shape and Space (Measurement)

It is expected that students will:

develop, verify, and use rules or expressions for the area of rectangles

Planning for Assessment

Students worked on solving a variety of problems such as:

find all the squares on a checkerboard (Shape and Space)
show how many three-digit numbers can be formed with the digits 5, 0, and 9; the digits can be used more than once (Number)
the Handshake Problem (Patterns and Relations)

Students were introduced to problem-solving tools and strategies and used relationships to summarize, generalize, and extend patterns. They expressed the relationships in mathematical terms, using specific mathematical vocabulary, formulas, and equations.

Defining Criteria

Specific criteria for assessment were developed with students. The discussion included explicit examples of how students might demonstrate positive attitudes towards mathematics, mathematical thinking, and communication skills.

Attitudes

To what extent does the student:

use alternative strategies and deal flexibly with challenges

Mathematical Thinking

To what extent does the student:

create a visual representation of the pattern that clarifies relationships
predict pattern relationships
develop, verify, and use rules or expressions for the area of rectangles

Communication

To what extent does the student:

summarize the relationships using everyday language orally and in written form

Assessing and Evaluating Student Performance

The instructions for the assigned task were as follows: "Use square coloured tiles to build rectangles of different sizes. Build each rectangle in as many different ways as possible." For example, with four tiles it is possible to build:

"For each rectangle you build, collect the following data: length, width, and area. Choose a strategy or tool to organize your information in a way that will help you discover emerging patterns. From the numerical pattern, try to predict the area of any given rectangle. How can this be done without building the rectangle or counting all of the tiles? Describe the pattern you found to a classmate. Find at least one way to record the relationship mathematically (using numbers and symbols). Record the information."

The focus of this assessment task was to collect evidence that described students' ability to use strategies and tools (lists, tables, and equations), recognize patterns, and solve problems. The teacher used four ways to gather evidence of student learning (examples not included): coding students' performances using the problem-solving reference set, using an observation checklist, examining students' work samples to determine the degree to which individuals met the specific criteria, and using a self-assessment form completed by students.

Previous Page Prev

Revised: October 20, 1997

BC Ministry of Education