ASSESSMENT

TOOLS

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Pre- and Post- Assessments

Expressions
This unit is the students first real exposure to working with variables. Some of them
have seen variables before but did not know or understand what they meant and what they
really stood for. The purpose of the pre-assessment was to check to see what exposure the
students had to expressions and if they knew what they could do with them. I chose to give
it as a homework assignment after the first introduction lesson so that they could have
some vocabulary context with the assignment. The questions and format were parallel to
the quiz they would be taking after two weeks of instruction on the topics covered in the
assessment. I graded each of the students assessment and gave them feedback on every
problem. Just before the post-assessment I let the students know that the assignment they
had done at the beginning could be used as a study guide for the quiz because they were
going to look very similar.
Each topic covered on the assessment (simplifying expressions, evaluating
expressions, writing expressions, and using distributive property) was assessed based on a
4 point scale, each of the problems are worth 1 point (unless they ask for an explanation,
then they are worth 2) and then everything is scaled down to make it 4 points. This point
scale comes from the standards based grading where 4 is exceeding standard, 3 is meets
standard, 2 is below standard, and 1 is insufficient evidence. In order to qualify for any of
these points the students were also required to show the work for their answers. My goal
was to have at least 60% of the students to move up one full point on the grading scale
from their pre-assessment to their post-assessment.
1. Pre-Assessment (The full document can be found back on the Assessment Tools
page of the e-portfolio)

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2. Post-Assessment (The full document can be found back on the Lesson Plans page
of the e-portfolio)

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3. Standards Addressed
a. These two assessments address Seventh Grade Standard 2: Patterns,
Functions, and Algebraic Structures (Colorado Department of Education,
2010)
1. Properties of arithmetic can be used to generate equivalent expressions.
a. Use properties of operations to generate equivalent expressions (CCSS: 7.EE)
i. Apply properties of operations as strategies to add, subtract, factor,
and expand linear expressions with rational coefficients. (CCSS:
7.EE.1)
ii. Demonstrate that rewriting an expression in different forms in a
problem context can shed light on the problem and how the
quantities in it are related. (CCSS: 7.EE.2)

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4. Goals Addressed
a. After these assessments, the students should understand:
i. That they can represent anything that is equivalent in mathematics
(number, shape, measurement, expression, or equation) in an infinite
number of ways.
This can be shown through rewriting an expression in multiple
different forms.
ii. That they can use mathematical models to express a situation that is
described in words and that these expressions/equations can be used
to find or even defend a solution.
This can be shown through putting written numbers into their
number form, translating operation queues into operation
symbols, and turning written words/objects into variables.
5. Objectives Addressed
a. After these assessments, the students will be able to:
i. Define key vocabulary:
Coefficient
Constant
Term
Like term
Variable
Algebraic expression
Numerical expression
Equivalent expression
ii. Use substitution to evaluate an algebraic expression.
iii. Identify and apply the following properties of real numbers:
Distributive
Associative
Commutative
iv. Reflect on an answer to make sure it is reasonable for the situation.
v. Translating words into expressions (and vise versa) by:
Using key vocabulary
Starting with a formula
Identifying unneeded information
Generalizing patterns

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Equations
At this point the students have had exposure to working with variable and evaluating.
This part of the unit combines that with the concept of equality. Students are starting to see
how they can use the properties of real numbers in multiple contexts. A big part of this
section is the concept of inverse operations. The pre-assessment in the section of the unit
has a similar goal to the pre-assessment for expressions. The students were given an
assignment that was parallel to the post-assessment they would be given after about three
weeks of instruction on equations. The assignment was handed out after the first lesson,
which was filled with vocabulary and overarching concepts. Just like during the
expressions portion, I graded each students pre-assessment and gave them feedback. This
time students had a pretty good idea that they would be seeing a similar assignment for
their post assessment, but I once again told them that was the case and recommended that
they go back and try it again to see how they did to figure out what they needed to study.

Again, each topic covered during this portion of the unit (solving one-step equations,
solving two-step equations, solving multi-step equations, writing and solving
equations/word problems) was assessed based on a 4 point scale, each of the problems are
worth 1 point (unless they ask for an explanation, then they are worth 2) and then
everything is scaled down to make it 4 points. This point scale comes from the standards
based grading where 4 is exceeding standard, 3 is meets standard, 2 is below standard, and
1 is insufficient evidence. In order to qualify for any of these points the students were also
required to show the work for their answers. My goal was to have at least 60% of the
students to move up one full point on the grading scale from their pre-assessment to their
post-assessment.

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1. Pre-Assessment (The full document can be found back on the Lesson Plans page of
the e-portfolio)

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2. Post-Assessment (The full document can be found back on the Lesson Plans page
of the e-portfolio)

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3. Standards Addressed
a. These two assessments address Seventh Grade Standard 2: Patterns,
Functions, and Algebraic Structures (Colorado Department of Education,
2010)
2. Equations and expressions model quantitative relationships and phenomena.
a. Solve multi-step real-life and mathematical problems posed with positive
and negative rational numbers in any form, using tools strategically. (CCSS:
7.EE.3)
b. Apply properties of operations to calculate with numbers in any form,
convert between forms as appropriate, and assess the reasonableness of
answers using mental computation and estimation strategies. (CCSS:
7.EE.3)
c. Use variables to represent quantities in a real-world or mathematical
problem, and construct simple equations and inequalities to solve problems
by reasoning about the quantities. (CCSS: 7.EE.4)
i. Fluently solve word problems leading to equations of the form px + q
= r and p(x + q) = r, where p, q, and r are specific rational numbers.
(CCSS: 7.EE.4a)
ii. Compare an algebraic solution to an arithmetic solution, identifying
the sequence of the operations used in each approach. (CCSS:
7.EE.4b)

b. These two assessments also address Eighth Grade Standard 2: Patterns,
Functions, and Algebraic Structures (Colorado Department of Education,
2010)
2. Properties of algebra and equality are used to solve linear equations and systems of
equations
a. Solve linear equations in one variable. (CCSS: 8.EE.7)
i. Give examples of linear equations in one variable with one solution,
infinitely many solutions, or no solutions. (CCSS: 8.EE.7a)

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4. Goals Addressed
a. After these assessments, the students should understand:
i. That they can represent anything that is equivalent in mathematics
(number, shape, measurement, expression, or equation) in an infinite
number of ways.
An equals sign is what separates two equivalent numbers,
shapes, measurements, expression, or equations.
Equivalencies are found through inverse operations and this
leads to finding the solution(s).
ii. That they can use mathematical models to express a situation that is
described in words and that these expressions/equations can be used
to find or even defend a solution.
This can be shown through putting written numbers into their
number form, translating operation queues into operation
symbols, and turning written words/objects into variables.
Solution(s) to a linear equation can be found in a variety of
ways.
a. Ordered pairs
b. A graph
c. The equation itself
iii. That the properties they have learned thus far about arithmetic and
algebra along with the concept of equivalence can be used to solve
problems.
5. Objectives Addressed
a. After these assessments, the students will be able to:
i. Define key vocabulary:
Equation
Infinite
ii. Identify and apply the following properties of real numbers:
Additive Inverse
Multiplicative Inverse
Identity
iii. Identify and apply the following properties of equality:
Addition
Subtraction
Multiplication
Division
iv. Correctly follow procedures for solving linear equations in a variety of
different ways.

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v. Reflect on an answer to make sure it is reasonable for the situation.

vi. Find when an equation has one, infinite, or no solution and justify
why.
vii. Translating words into equations (and vise versa) by:
Using key vocabulary
Starting with a formula
Identifying unneeded information
Generalizing patterns
Other Assessment Tools
Participation (work habits)

Most of the work habits grade comes from classwork and homework. The students
receive two grades from us, a content grade, which is where we assess assignments for
correctness, and work habits grade, which is where we assess assignments for
completeness. Sometimes the participation is assessed by collecting classwork and
homework, other times it comes from going around while students are working and noting
their work habits for that day. There are times where I allow students to simply raise their
hands to participate, when there is little participation or when I want to get a random
sample I will randomly draw cards with their names on it and the name on the card is the
person who has to answer. If a student has no idea, I let them pick another student (who is
raising their hand) to help them out. I always let students know when I am going to be
using cards so that they are not blindsided when I call on them.
Homework

Throughout the trimester, homework was one of our main tools we used for
assessing where students were with the content. In general the students got 3-4 nights of
homework that covered the concepts we went over in class that day. There is a document
on the Assessment Tools section of the e-portfolio that shows all of the homework
problems and their solutions. Every day before a homework assignment was turned in,
there was a time set aside for students to write questions they got stuck on in the Problem
Box and we would work through at least a few of those questions as a class. Homework
assignments went into the work habits category for the class, which basically means we
want to see that they at least attempted the work and as long as they did that they received
a 3 out of 4 (this means meeting standard). Anything less than that is because they did not
complete the assignment. Before turning in homework we highlight a select group of
problems and if these are all correct the student will receive a 4 on that assignment (this
means exceeding standard). We chose problems based on the challenge level so when we
looked over those problems we were able to get a good feel for what students were
understanding and what needed more instruction and practice.

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Group Work

I make sure to at least once a week get students working in groups on 3-4 or with a
partner. I believe it is important for students to learn from and have to opportunity to teach
each other concepts. We have set up norms in the classroom that allow students to pick
their partners/groups most of the time. There are times when I establish these prior to
class based on how students are performing (I believe that it is valuable to sometimes
group my students who really understand with students who may not be getting it as well).
Group work sometimes looks like working on assignments together; there are other times
where the students are playing math games that correlate with what we are coving at that
time. I really try to encourage my students to challenge each other with their work and to
ask questions to make sure that they both understand the content.
Questioning

I use different forms of questioning everyday to gauge where my students are. After
some of the more challenging questions that we worked on and then checked, I will ask
how many students got the answer correct. Also, I try to ask questions like why to get
students thinking about why they are doing something and not just going through the
motions. The other way I used questioning is by focusing on the questions students are
asking each other and me. If they are asking thought out and high level questions I know
that they are internalizing what they are doing and really working to understand the
material. Questioning is a great way for me to get qualitative data about where my students
are with a particular concept.
Unit Assessment

At the end of the unit the students are given a district assessment, which assesses all
of the key points from a unit. Some of the questions on this assessment are surface level to
see if students got the basic concepts, a good majority of them check for deeper
understanding and challenge students to use what they have learned in a realistic type of
problem. The grades and data from the district assessment go straight to the district for the
district to use for research and analysis purposes. In order to help them get accurate
findings, we try to stress the importance of these assessments to the students and we
encourage them to not leave anything blank and to show their thinking anywhere possible.
Since we grade the assessments before sending everything to the district, we also are able
to get a good feel for where the students ended up at the end of the unit. We use this data to
figure out what we need to continue to spiral in for the students to make sure they are
getting more exposure to it.