Analysis of Student Work
The provided examples are from the summative assessment students took at the end of the year. Each sample was critiqued with how well the students were able to achieve the objectives of this unit. The evaluations are written below the pictures.
Analysis of Middle School Math Work
Final Thoughts - Middle Grades Math
The students did a nice job meeting each of the learning objectives since most were able to adequately show their work for the given problem including pictures, labels, and arithmetic. Ones who did not show adequate work tended to have a harder time reaching the solution, which shows that writing down the steps taken to get to a final answer is very helpful for students.
Common misunderstanding students had while taking this assessment revolved more around how the question was stated, rather than the objective the problem was testing the student on. I realized just how important it is for assessments to be clearly written so these confusions could be avoided. One of the issues when solving was due to not drawing a picture for number 8. Students that drew the picture were able to analytically process what the missing side length would be while students who decided to try and solve it without a visual really struggled with the problem and rarely reached the correct answer.
Students did a great job with the perimeter question. They used many different methods when solving it. In class discussions, the students determined that perimeter was found by adding up the side lengths. However, on the exam, some of the students realized which sides were equal, (such as in the hexagon), and simply multiplied the length of one side by the number congruent instead of adding them. This was a readily used method in mathematics that we had never talked about specifically so it was neat to see them discovering this on their own. I also liked the process of solving problem number 8 for those who managed it. Each solved it using algebra without even knowing it. There were not actual letters written, but they did a great job thinking through the steps and what they were doing, and even better - they were able to articulate that on the assessment.
Common misunderstanding students had while taking this assessment revolved more around how the question was stated, rather than the objective the problem was testing the student on. I realized just how important it is for assessments to be clearly written so these confusions could be avoided. One of the issues when solving was due to not drawing a picture for number 8. Students that drew the picture were able to analytically process what the missing side length would be while students who decided to try and solve it without a visual really struggled with the problem and rarely reached the correct answer.
Students did a great job with the perimeter question. They used many different methods when solving it. In class discussions, the students determined that perimeter was found by adding up the side lengths. However, on the exam, some of the students realized which sides were equal, (such as in the hexagon), and simply multiplied the length of one side by the number congruent instead of adding them. This was a readily used method in mathematics that we had never talked about specifically so it was neat to see them discovering this on their own. I also liked the process of solving problem number 8 for those who managed it. Each solved it using algebra without even knowing it. There were not actual letters written, but they did a great job thinking through the steps and what they were doing, and even better - they were able to articulate that on the assessment.
Geometry Analysis
Understanding Student DevelopmentStudents were asked to analyze an advertisement they saw on television. Students had to identify the conditional statement, why the advertisement was effective, and what changes should be made to make it even more effective. After the project was completed, students were asked to reflect on the project including what they learned, how conditional statements are used in advertising, and improvements they would make on this project.
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Discipline Knowledge and UnderstandingStudents filled out exit tickets to indicate their topic, the hypothesis, and conclusion. Exit tickets showed me the understanding of the students and where they were in their project.
Students did two evaluation checkpoints during the project. The first was peer edited to indicate where their partner was at in the project. Students graded their partners on completeness and accuracy, then gave improvement tips. Each student recorded their responses in a Google Doc table so I could see their progress.
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