Reflecting on Formative Assessments

Standard

Every Story has a Graph / Target Quiz

Earlier this week, I gave a short Target Quiz – just one big idea.Students were given three scenarios and asked to create a graph to model the situation.  Out of the class, there were 4 students I felt I needed to pull over to the side for some one on one time.  I found they were often drawing the “shape” of what was happening rather than comparing the distance from home to time.

tom hill

The one most missed had Tom walking up a hill, quickly across the top, then ran down the other side.  Yes, most kids draw the shape of the hill.  As opposed to the distance continuing to increase as he ran down the other side.

Whiteboarding Examples / Non-examples

The second Target Quiz was on whiteboards – students had to create an example of a graph, set of ordered pairs and a table of values with a function and not a function in each example.

tq3 fun

I laughed as one table was begging me to give “real quiz” and take a grade because they knew that they knew!!  As I walked around the room, observing, asking questions – there were 3 students with some minor mistakes and 3 who were really struggling.  Upon questioning, they were able to identify when the example was given, but unable to create examples on their own.  With some “funneling”  – they were able to get examples of each, but I have them * to keep an eye on and requiz next week.

Deltamath Practice – immediate feedback from tech;

Teacher observation & questioning

We had a very brief introduction to writing domain and range of graphs in interval notation.  We spent some time in the computer lab today practicing this on deltamath.com.   I appreciate the immediate feedback they are able to see if they miss the question.  Also, how he has programmed the many different options for defining domain and range.

dom ran

Many misconceptions were cleared as we learned whether to use the endpoints or extreme values (if they were not the same).  There was discussion about the open circles and closed circles and which inequality symbols were correct to use and when.  And yes, a few realized they were mixing up the x and y for domain or range.  I look forward to practicing this skill Monday after their experiences today.

Desmos Activity – Inequalities on a Number Line – Matching Tasks

For my other class, we will be solving and graphing inequalities next week.  So while in the lab today, we worked on Desmos – Inequalities on a Number Line and Compound Inequalities.  The first task was a good review and learning opportunity for the direction of the symbols.  I still had some students exchanging those up.  Most were correct in open versus closed circles and what that meant in symbol terms.  Though I did not make it to all of the students in the second task – I was trying to catch students on the two sorting pages of the first activity as they were going through.  For some it was as simple as a brief discussion about why one was the correct choice and comparing it to their wrong match.  There are about 4 students still having troubles on the first task.  And several have not completed the last task.

I feel like looking at their responses, I can use their examples as discussion pieces while we are looking at our notes next week.

I almost feel like there were not as many issues in the second task.  However, I still have several that have not completed them yet.  But I feel like using live examples from their work and discussing maybe two stars and a wish they would have for each student – may help them steer away from making their own mistakes.

I love the real time feedback I get as a teacher and how I am able to grab kids before they move on too far and help erase some of their thinking and replaced it with correct ideas immediately.

Someday – I’ll get to have a classroom lab… I hope.  Until then, we will keep on doing what we can.

 

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