This assessment would be a graded homework assignment. A graded homework (20%) assignment is worth more than a regular homework (10%) assignment because they are graded like a quiz in preparation for a upcoming assessment.
b) What is the purpose of the assessment?
The purpose of this assessment is to see what students know before taking either a quiz or a test. If students do poorly on this assignment, we can review key concepts before taking an assignment that is worth more.
c) How does this assessment align, if at all, with the curriculum standards that guide my professional practice?
This graded homework is aligned with the following common core curriculum standard for math:
Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
d) What information will this assessment give me about each student?
This assessment will tell me if the students are properly solving inequalities. Students will have to solve the equation, graph the points and then shade the correct answer.
e) How do I intend to use the information provided by this assessment?
Depending on where the students are having trouble, I will go back and review where the students are making their mistakes. For example, if they are solving the equations right, then I can focus on graphing and shading.
f) What assumptions have I made about whether this assessment will, in fact, give me the information I need about the students who do it?
This assessment will give me information about the student’s progress by breaking down the questions into three steps: solving, graphing, shading. If students are having trouble with one category, then I know that I will need to go back and reteach that topic.
g) What skills have I assumed students have that will enable them to complete this assignment?
Students should know how to solve one and two step equations before learning how to solve inequalities. Students should know that they are solving for a variable and should get “X” alone. Once “X” is alone, then they can begin to graph the solution on the number line.
h) For whom would this assessment prove difficult? Why?
This assignment will prove difficult for students with weak math skills and students who have trouble remembering rules. Inequalities have unique rules and can be complicating. For example, shading in the circle when they are or or flipping the sign when they divide by a negative number.
i) Based on my readings this week, are there ways that I can imagine re-designing this assessment so that it's better in some way? Explain your rationale and justification for your re-design idea(s).
There are a lot of good things that align this assessment to the articles that we read this week. For example, students are given a meaningful assessment BEFORE the actual quiz or test. That we can readjust our teachings to make sure we cover the areas when we review for the assessment. One thing that I would change to this assessment is to have students graph just the answers to see if they could graph correctly. Students may be able to graph correctly, but if they can not solve the equations correctly then they will still get a wrong answer. This assessment could break down the individual steps better to get a clearer picture of what the student can do.