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Michelle McLendon-EslickBalanced Assessment Plan 1

EDCI 6304, Spring Mod I 2017Dr. De Leon

Balanced Assessment Plan

I teach three courses of 7th Grade On-Level Mathematics (one course is for a Sheltered

ELL class) and two courses of 7th Grade Pre-Algebra at the Union 6/7th Grade Center in Tulsa,

Oklahoma. I have approximately 110 students that pass through my doors each day out of about

1,200 7th grade students in my building. It is a Title I school in a very large Oklahoma school

district.

Assessment Purpose: Assessment for Learning

Assessment Type: Performance Based

Objective Covered per Oklahoma Academic Standards: 7.A.2.2 Solve multi-step problems

involving proportional relationships involving distance-time, percent increase or decrease,

discounts, tips, unit pricing, similar figures, and other real-world and mathematical situations.

Description: Mrs. Eslick’s Super Sale. In this assessment we focused on the sales tax and

discount portion of the above objective. Students went shopping and had to find the discounted

price of the items they picked, plus find the tax and total amount that they spent. I feel like this

was assessment for learning because it showed them how and why they would use this particular

math skill in a real life scenario. It was not given to necessarily assess their full understanding of

the objective, but show them that percent application is a valuable took they need to know for

real world scenarios.



Copy of Assessment:

Rubric



Not Met:(0)

No evidence to assess the

criteria given

Developing:(1-5)

Attempts to meet criteria

but shows limited

understanding

Accomplished:(6-10)

Meets most criteria with

some room for improvement

Exemplary:(11-15)

Meets all criteria

Score:

Completeness:The given chart has been filled in completely with all required information.

None of the information is presented in the chart.

Some of the chart has been completed, but is lacking over half of what is required.

Most of the chart has been filled in, but lacking a few key pieces of information

All of the chart has been filled in. All required questions have been answered.

Discount:Students have found the discounted price of each item on the given chart.

Discount was not found on any of the 4 items chosen for the chart.

Discount was found for 1-2 items chosen for the chart.

Discount was found for 3 items chosen for the chart.

Discount has been found for all 4 items chosen for the chart.

Sales Tax:Students have found the sales tax for the total amount of purchase.

Sales tax was not found on the total purchase.

Sales tax was found incorrectly on the total purchase, but was added to the total price correctly.

Sales tax was found on the total purchase, but was not added to the total price.

Sales tax was found correctly on the total purchase, and was added to the total price correctly.



Assessment Purpose: Assessment as Learning

Assessment Type: Project Based

Objectives Covered per Oklahoma Academic Standards: Description: PA.GM.2.1 Calculate

the surface area of a rectangular prism using decomposition or nets. Use appropriate

measurements such as cm3

Description: This is a project I did during the summer in the Oklahoma Teacher Induction

Program, which is a two year grant funded professional development opportunity that helps

guide math and science teachers into digging deeper into student learning by using project based

and hands on learning activities. I still have my “Bowser”, which is the one in the back wearing

the read lanyard, and it has been sitting in my classroom since the first of the year. My students

have been so intrigued and asked constantly when they will get to make one of “those box dogs”

and they finally got their chance.

Copy of Assessment:



Grading Rubric: Self-Assessment Rubric

Your Score

Showing Math Knowledge

Using Problem Solving Strategies

Writing an Explanation Modeling

5

I found the correct volume and surface Area with no mistakes.

I used all the important information from the problem and showed all of the steps.

I write, in complete sentences, and accurately explain why the numerical values of height, length, volume and surface area are the same but each Bowser looks different.

I accurately built both models, block and paper, to the scale I was given.

4

I found the correct volume and surface area, but I made a few small mistakes.

I used most of the important information from the problem and showed most of the steps.

I write, in incomplete sentences, but accurately explain why the numerical values of height, length, volume and surface area are the same but each Bowser looks different.

I attempted to build both models with a few minor errors to the scale given.

3

I figured out part of the volume and surface area, but made some big mistakes.

I used some of the important information from the problem and showed some of the steps.

I write, in incomplete sentences, but accurately explain why the numerical values of height, length, volume and surface area are the same but each Bowser looks different.

I attempted to build both models to scale, but have some major errors.

2

I tried to solve the problem, but I didn’t quite understand it.

I used very little important information from the problem and showed almost none of the steps.

I write, in incomplete sentences, and inaccurately explain why the numerical values of height, length, volume and surface area are the same but each Bowser looks different.

I build both models, but not to the scale I was given, or have a lot of major errors.

1I didn’t try to solve the problem.

I didn’t show any steps that I used to solve the problem.

I didn’t write anything to explain how I solved the problem

I didn’t build the block or paper models to help solve the problem

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