Assessment Review

Last week, Professor Mace, Gabbie, and I talked over an assessment we each chose that fit our standard. We discussed how the assessment content filled the standard. We then looked to see if the assessment fit into any of the other standards in our domain or if the assessment fit into standards in the other domains. This week I chose another assessment that relates to the standard I have been working with which is standard CC.2.4.2.A.4 which states; represent and interpret data using line plots, picture graphs, and bar graphs. This standard is under the domain measurement, data, and probability. The assessment I chose to work with this week is called Beach Day. 

Beach Day

Beach Day talked about the Smith family who wanted to go to the beach but wanted to choose the nicest day. The students are given a 7 day forecast of the weather for the week that the Smith family wants to go to the beach and are asked to interpret it. The first question wants the students to pick which day would be the best for the Smith family to go to the beach and explain why they chose that day including a description of the weather in their answer. By answering this question, the students are interpreting the weather forecast by choosing which day has the best beach weather based on their observations from the 7 day forecast. The second question asks students to explain why they did not choose the other days in the week for the Smith family to go to the beach. This allows the students to interpret the weather day by day because they can only choose one beach day for the family. They have to be able to describe why all the other six days cannot be beach days. 

There are no other standards that this assessment would fit under. There are numbers included in the forecast but they represent the temperature each day of the week and do not follow a specific pattern. Weather and temperatures are unpredictable and random. 

There are no other assessments besides We Scream for Ice Cream and Beach Day that relate to my specific standard. Yet, there is another assessment that relates to another standard in my domain. The assessment is called Measure for Measure which asks students questions about measuring different items with M&M's. This is not a standard form of measurement but still allows the students to gain a basic understanding of measurement and why we measure objects the way we do. The standard that this assessment could fall under is CC.2.4.2.A.1; measure and estimate lengths in standard units using appropriate tools. The students are asked to measure their thumb and their partner's thumb using M&M's. They are trying to determine how many M&M's it takes to measure their thumb and their partner's. M&M's are not typically used to measure the length of objects but it gets the basic concept of measurement across to young learners. It is also a hands on activity because the students are using something tangible to measure with and it is a lot more fun for the students to measure their thumbs using M&M's than them just using rulers.