Assessment Lesson Plan

EDBE 8Y01 Instructional Planning Assignment: Planner

PART TWO: Independent Task Complete and post to your Drop Box

NAME: Christian Ferracuti
Grade:  6	Subject: Mathematics	Strand(s):
Overall Expectation(s): Classify and construct polygons and angles	Specific Expectation(s): Sort and classify quadrilaterals by geometric properties related to symmetry, angles, and sides, through investigation using a variety of tools	Achievement Chart Categories: ð        Knowledge & Understanding – use understanding of properties of shapes to classify shapes ð        Communication – create a Venn Diagram to explain your classifications of groups ð        Application – apply knowledge of shapes to create an organizational chart
LEARNING SKILLS AND WORK HABITS: Which LSWH(s) will be addressed?   Collaboration – students will work in pairs or groups of three to discuss and define the characteristics of quadrilaterals           Organization – the students will then organize the quadrilaterals into categories based on different properties of the shape (I.E. right angles, 3 lines of symmetry etc.)          Self-Regulation – students will have to keep themselves on the task at hand and refrain from going off-topic with their friends.
LEARNING GOAL(S) Describe Students will be able define what specific shape a quadrilateral is (square, rectangle, rhombus) Students will be able to examine symmetry angles and sides and determine the type of shape that those properties belong to Students will be able to sort different shapes based on their properties examples, size, shape, symmetry, angles	ASSESSMENT TASK /STRATEGY Describe Assessment for learning – observe students as they work with their peers to classify a variety of quadrilaterals Formative assessment – students will be given task during class which they can work on with peers and conference with the teacher Conversation – share feedback with students and discuss next steps within the unit/lesson.   Students in pairs or groups of three will work to organize quadrilaterals based on the properties of the shape (sides, angles, symmetry). Students can will organize the shapes in a Venn Diagram.	SUCCESS CRITERIA Describe I can identify specific types of quadrilaterals I can use how many lines of symmetry are in a shape to help identify the quadrilateral I can use the angles of a shape to help identify the quadrilateral I can use side lengths and parallel lines to help identify the quadrilateral I can identify the specific shape of the quadrilateral by using the sides, angles and symmetry I can classify shapes based on their properties
ASSESSMENT TOOL    Anecdotal Record, Rating Scale, Checklist, Rubric, Other Checklist based on success criteria

Assessment task:

Students in pairs or groups of three will work to organize quadrilaterals based on the properties of the shape (sides, angles, symmetry). Students can will organize the shapes in a Venn Diagram. The left side of the Venn Diagram will contain shapes that are quadrilaterals that contain at least two lines of symmetry. The right side of the Venn diagram will contain quadrilaterals that have two equal angles. Shapes in the middle of the Venn Diagram will share these properties. Any shapes that fall outside of the diagram will not contain these properties or will not be quadrilaterals.

Checklist

Quadrilateral Venn Diagram
Student	I can identify what shapes are quadrilaterals and their names	I can identify lines of symmetry within a shape	I can measure the angles within a shape	I can determine possible shapes based on parallel lines and lengths	I can identify specific quadrilateral by using my knowledge of symmetry, angles and sides
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Questions

When you think about the properties of quadrilaterals what can you relate them to in real life?

 Do you now what is considered a shape property?

Do you know how to identify a line of symmetry within a shape?

When examining quadrilaterals how did you identify the shape?

What mathematics were you investigating and how do you know this?

Growing Success and the Impact it has

A Change in thought

The growing success document along with the assessment classes have changed my opinion on what assessment really is. At first assessment to me was something that was only done at certain times of the year. Assessment was a mark given to a student and was only the teacher evaluating the final project that the student submitted. Growing Success outlines a very different and better version of assessment then what I believed to be true. The book not only teaches what assessment is but also different ways of evaluation and ways of reporting student achievement. These categories as well as Assessment for, as, and of learning helped me learn about the bigger picture of what assessment is.

Assessment – more than just a mark

In the first weeks of the assessment class and through reading only one chapter of Growing Success it was very apparent that Assessment was not only done to get a final mark for the student. Assessment for learning is a responsibility of the teacher. In this part of the assessment process the teacher is to try and understand what the students need to learn. This part of assessment allows the teacher to evaluate how they are presenting the information in order to help their students better understand the information. Assessment as learning is a responsibility of the students. The students should be able to self-assess and realize what they should do as learners to meet the learning criteria of the assignment or unit. Students and teachers both play a role in assessment. Lastly assessment of learning is the final step in assessment. This is the step where a mark is produced. Growing Success changed my view of assessment from one that happens a few times throughout the year from final tests or projects to continuous assessment. This continuous assessment is ongoing and takes place throughout the school year by the teacher and students.

Evaluation and Reporting

Evaluation is an important part of assessment. Evaluation should be used to improve student learning. This is an example of assessment of learning that provides evidence of student achievement throughout the curse of the year. Reporting and evaluation and the teacher’s role within these are very crucial. The teacher must ensure that there is a fair marking system in place and that students are being marked based on the curriculum guidelines and not in comparison to other student’s work. A teacher is responsible for making sure that the student has a chance to learn. The student should have opportunities to complete work and if they are not than conversation with the student as well as their parents should be had. A teacher must also ensure that they have evidence of why the student received the mark that they did. This evidence can be in the forms of rubrics, anecdotal evidence, or other marking schemes that the teacher may have. A teacher plays a large role in evaluation and reporting and has more responsibility then just providing a grade.

Overall, Growing Success has impacted my beliefs for the better. This book allowed me to be informed on all the responsibilities that a teacher has. The book will prove to be a valuable resource during a teaching career. The book describes the multiple aspects that there are to assessment which is very informative.