MATHEMATICS ASSESSMENT PLAN: USING TRADITIONAL AND AUTHENTIC ASSESSMENT MEASURES
The focus is on Collecting Data and identifying Error Patterns. You will:
• Create a rubric to grade student work.
• Score the provided student work samples.
• Identify the student’s strengths and error patterns.
• Determine the student’s readiness level for mathematical performance
For the student,
•
o identify a mathematics objective based on the initial diagnostic results,
o design developmentally-appropriate tasks related to the objectives to address higher-order thinking skills in mathematics
Sample Answer
Assessment and Development for Mathematical Performance
Rubric for Data Collection and Error Pattern Identification
Criteria | Novice (0 points) | Developing (1 point) | Mastery (2 points) |
---|---|---|---|
Data Collection | Does not collect any data. | Collects some data but lacks organization or clarity. | Collects comprehensive and well-organized data on student work (e.g., completed worksheets, quizzes, projects). |
Error Pattern Identification | Does not identify any errors or patterns in student work. | Identifies some errors but struggles to explain their underlying causes. | Identifies specific error patterns and explains their potential causes (e.g., calculation errors, misunderstandings of concepts, carelessness). |
Analysis and Reflection | Does not connect errors to student understanding. | Makes limited connections between errors and understanding. | Analyzes error patterns to gain insights into student strengths and weaknesses in relation to mathematical concepts. |
Scoring Student Work Samples (Please replace bracketed information with specifics from the student work):