The last time we met, Candace, Jen, and Professor Mace, and I browsed throughout each other's assessments from our last blog. While browsing through our assessments, we made a few revisions to our assessments. We are also going to try our hand at applying other standards to our lesson.
In regards to revisions, I have only made two changes to my assessment. I changed my first question, "1. How many circles are below? How do you know?" to "1. If there are seven pairs of cheese sticks in a bag, what is the total amount of cheese sticks in the bag?" My reasoning for this change is that the phrasing of the question and its accompanying graphics allows students to just count each circle one by one. The new question provides them with a visual of a bag of cheese sticks, but it does not show how many cheese sticks are in the bag nor can you count how many cheese sticks are in the bag. This encourages them to use the concept of pairs and count by twos. The other revision I made was simply moving the correct answer in number two to letter b that way it was less obvious.
The standard I chose to apply to my assessment is CC.1.2.2.G, "Explain how graphic representations contribute to and clarify a text." I could apply this to any of my questions by asking the students if the graphics helped them answer the questions and why or why not.
I also chose a science standard to apply to my assessment. The standard I chose is: Standard - 3.1.2.A5: Explain how different parts of a plant work together to make the organism function. To do this, I could have each part of the plant represent different factors of a number; the plant would represent the product of those factors. The question would be as follows: the roots = 2, the stem = 16, the leaves = 5, and the flower = 6. Using the number representations of each part of the plant, choose one part to create the number 30 which represents the whole plant. How many times did you have to use that one part of the plant to create 30? Do this with a different part of a plant.
In regards to revisions, I have only made two changes to my assessment. I changed my first question, "1. How many circles are below? How do you know?" to "1. If there are seven pairs of cheese sticks in a bag, what is the total amount of cheese sticks in the bag?" My reasoning for this change is that the phrasing of the question and its accompanying graphics allows students to just count each circle one by one. The new question provides them with a visual of a bag of cheese sticks, but it does not show how many cheese sticks are in the bag nor can you count how many cheese sticks are in the bag. This encourages them to use the concept of pairs and count by twos. The other revision I made was simply moving the correct answer in number two to letter b that way it was less obvious.
The standard I chose to apply to my assessment is CC.1.2.2.G, "Explain how graphic representations contribute to and clarify a text." I could apply this to any of my questions by asking the students if the graphics helped them answer the questions and why or why not.
I also chose a science standard to apply to my assessment. The standard I chose is: Standard - 3.1.2.A5: Explain how different parts of a plant work together to make the organism function. To do this, I could have each part of the plant represent different factors of a number; the plant would represent the product of those factors. The question would be as follows: the roots = 2, the stem = 16, the leaves = 5, and the flower = 6. Using the number representations of each part of the plant, choose one part to create the number 30 which represents the whole plant. How many times did you have to use that one part of the plant to create 30? Do this with a different part of a plant.
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