FORMATIVE ASESSMENT FOR TEACHING SYSTEMS OF EQUATIONS :recycle: (:hand:…
FORMATIVE ASESSMENT FOR TEACHING SYSTEMS OF EQUATIONS :recycle:
Whiteboards or writing on notebooks :clipboard:
Students write answers to questions I pose on whiteboards or in their notebooks and hold up the results for inspection. When doing this I like to have answers written on other whiteboards or notebooks so I can get students working in small groups.
Depending on what I see, I may refer students to files uploaded to Managebac that address issues I anticipated.
I may ask students to clarify what they wrote to the class if it shows insight or a way that might help peers learn.
If several students share a common misunderstanding, I may explain to them using another whiteboard in a small group.
I may ask students to check the answer with a solution I have written on a whiteboard or in a notebook, then have them move on to the next task.
I may refer students to worksheets that target certain skills or aspects based on what I see.
A sample question is shown [here].(
:hand::skin-tone-4: Using fingers to signal answers. 1) I write several (usually less than seven) answers on the board, each with a number. The answers include ones obtained from common mistakes or misunderstandings as well as the correct answer. 2) I ask the students a question. 3) students show the number of the answer with their fingers.
Each answer has a corrective measure or assignment associated with it. These are written on the large whiteboard, or posted as a message on Managebac, or both if I think the internet is acting up. a)For mistakes in the sign of the slope the question "How do you determine if the lines have positive or negative slope?" is written on a whiteboard. b)For incorrect solving for y or incorrect y-intercepts the questions "Have you checked that you used the correct properties of equality on both sides of the equation?"
As will all the formative work I do, if a student shows unusual insight or has a desire to help, accompanied with aptitude for the task at hand, I may have the student come up and explain their idea, use a small whiteboard, or help a colleague.
For a sample question see this link](
). The incorrect answers have mistakes in the sign of the slope, solving one of the equations for y, or incorrect y-intercepts.
:silhouette: :silhouette: Student reflection on the preparation for, and performance during, a summative assessment.
This is where students reflect on their results after a summative assessment to see if they need to improve how they prepare for an assessment, or how they DO the assessment. It is based on the work of Deanna Kuhn. I then ask them to write a paragraph describing what happened and what they will do to improve the causes of the mistakes.
This is the Middle School Version
this is the HS version
There can be a great deal of variation in what students write for this but most will require some help with goal writing. :goal_net:
Students indicating they didn't study some material may be given resources relating to time management. :clock8:
Some may be asked whether they need to explicitly study vocabulary if they indicated they couldn't understand questions. :capital_abcd:
Students may be asked to write a process for how they will check their work during a test/quiz :recycle:
Some students may have to write regular journal entries paraphrasing directions if they failed to follow them or misunderstood them. :writing_hand::skin-tone-5:
Looking at what students are viewing on Khan Academy. :computer:
The topics and length of time spent on a topic can be combined with observations in class.
Students who spend large amounts of time and do well in class will be encouraged to continue using the resource with no intervention.
Students struggling on a concept who do not use the resource will be asked if they remember how to login and encouraged to do so.
Students who spend short amounts of time and struggle with a concept will receive worksheets with more basic language or reassigned work from earlier grades in Khan Academy.
Students who have language issues will be reminded to look at links for glossaries from
Students who are looking at more advanced topics will be given more challenging work in class.
Using the Problem Solving Process for student self assessment.
The process is shown here.
Almost every student needs to develop some aspect of this process regardless of proficiency . I often refer students to this and have them describe orally or in writing, what they feel they need to work on. Many students this age cannot see their ability accurately; they are pessimistic or optimistic. The process helps the student develop a more balanced view of his/her skills.
I don't generally assign a corrective measure here as most students can articulate and attempt a solution. After they try their corrective measure, I will advise if needed.
I often find that peers will step in and give tips or share experience which is something I find works better with students.
Occasionally, I vary the routine by setting a really tough question that everyone struggles with. We then discuss whether the struggle is due to a problem with their solution process or if they need to practice more skills first. When teaching systems of Linear Equations, I often have capable students who use just one technique. I will assign a system of three equations and three unknowns to force them to see that they have to master the other techniques as well.