Math K - 7 IRP

Samples of Evaluating Student Performance
Sample 7..........Grades 6 and 7

Curriculum Organizer: Number, Shape and Space, Statistics and Probability


Learning Outcomes


Number (Number Concepts) (Number Operations)

It is expected that students will:
  • read and write numerals greater than a million (Grade 6)
  • read and write numerals to any number of decimal places (Grade 7)
  • use estimation strategies for quantities up to a million (Grade 6)
  • use estimation strategies to predict or assess the reasonableness of their calculations (GradeŻ7)

Space and Shape (Measurement)

It is expected that students will:
  • convert between commonly used SI units of measure (Grade 6)
  • estimate, measure, and then calculate surface area of right rectangular prisms (Grade 6)

Statistics and Probability (Data Analysis)

It is expected that students will:
  • analyse sets of data to make comparisons and test predictions (Grade 6)
  • determine measures of central tendency for a set of data: mode, median, mean (Grade 7)

In addition to these outcomes the teacher will assess students':
  • attitudes towards mathematics
  • reasoning and problem-solving skills
  • communication skills



Planning for Assessment

The goal of this unit was for students to understand and be proficient in calculating decimal fractions and apply their understanding in problem-solving situations involving measurement concepts such as surface area. The Grade 6/7 class had studied number operations and place value. The teacher had also taught lessons and designed learning activities to develop students' conceptual and procedural understanding of area measurement. The unit of study included data analysis and integrated knowledge and applications from the Measurement and Number organizers. The concept of "measures of central tendency" (mean, median, mode) was introduced. The mathematics learning outcomes were integrated with social studies learning outcomes by including knowledge and understanding of world geography, scale and distance, and mapping skills with estimation and the calculation of surface area.


Defining Criteria

The teacher and students developed a rating form to assess and evaluate student performance on the assessment task. It outlined a number of specific criteria for assessment:


Attitudes

To what extent does the student:
Mathematical Thinking

To what extent does the student:
Communication

To what extent does the student:
Assessing and Evaluating Student Performance

Students, in groups, selected five countries (one from each continent) to study. Using scales on world maps, and a centimetre grid traced or photocopied on an overhead transparency, they estimated the area of a given country. They recorded their estimates and demonstrated one new way of calculating central tendency. For example, when students were familiar with finding the mean (average), the teacher showed them how to calculate mode or median. Students estimated the surface area and then consulted an atlas to check their estimates against the actual surface area. Students expressed the area in various ways (e.g., 3 400 000 km2 or 3.4 million km2). They continued the investigation for each of the four remaining countries and recorded their estimates.

A rating form for the total project was given to each individual student and group. Each student completed the rating form as a self-assessment. The teacher completed the same form, based on observations of student work in progress, conversations with small groups or individuals, and student work samples. A three-point scale was used, as in "3: outstanding or very good"; "2: good or satisfactory"; "1: minimally satisfactory or in progress." The teacher arranged interviews in which students and the teacher explained their evaluations and provided supporting evidence.


(SAMPLES OF EVALUATING STUDENT PERFORMANCE)


EVALUATING STUDENT PERFORMANCE

Student's Name ___________________ Date__________

Teacher's Name ___________________ Date__________



CRITERIASTUDENT RATINGTEACHER RATING

Attitudes

To what extent does the student:

  • draw on and apply previously acquired information in new situations
__________________________
  • pursue and continue with challenges independently
__________________________


Mathematical Thinking

To what extent does the student:

  • analyse sets of data to make comparisons and test predictions
__________________________
  • accurately determine measures of central tendency for a set of data: mode, median, mean
__________________________
  • accurately convert between commonly used metric units of measure
__________________________


Communication

To what extent does the student:

  • communicate mathematical ideas clearly in both oral and written form
__________________________
  • express the surface area in multiple ways (e.g., 3 4000 000 km2/3.4 million km2)
__________________________
  • make refined judgements and adjust his/her thinking based on additional information
__________________________


Rating Scale:
3: outstanding, very good
 2: good, satisfactory
 1: minimally satisfactory
 IP: in progress

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Maintained by: Mathematics Coordinator

Revised: October 20, 1997

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