Angela Clark

Fall 2017

FRIT 7236
Technology-Based Assessment & Data Analysis
Key Assessment

O​bjectives and Multiple Choice Questions – FRIT 7236

Geometry – 10​th​ grade - Clark

Objective #1:​​ In a right triangle, students will explore how the values of trigonometric functions
relate in complementary angles. ​(2B - Understand Conceptual Knowledge)
Question #1:
Triangle GHJ is a right triangle. Angle G has a measure of g°, angle H has a measure of h°, and
angle J is a right angle.
Which equation must be true?
A. sin(h°) = sin( g°)
B. cos( g°) = sin(h°)
C. cos(h°) = cos(g°)
D. tan(g°) = tan (h°)

Objective #2:​​ Students are able to associate the relationship between the angles and sides of
right triangles using trigonometric functions. ​(3B – Apply Conceptual Knowledge)
Question #2:
A 12-foot ladder is leaning against a building at a 75° angle with the ground. Which equation
can be used to find how high the ladder reaches up the side of the building?

12
A.​ s​ in 75° = x
12
B.​ t​ an 75° = x
x
C.​ c​ os 75° = 12
x
D.​ s​ in 75° = 12
Objective #3:​​ Students will use right triangle trigonometry to solve realistic problems. ​(4C –
Analyze Procedural Knowledge)
Question #3:
A kite is flying 70 feet above the ground and is attached to a string tied to a stake on the ground.
The angle of elevation formed by the string and the ground is 40°. Find the length of the string to
the nearest foot.

A. 52 feet
B. 63 feet
C. 94 feet
D. 105 feet

Assessment Plan

Reliability

Reliability is the consistency of measurement over relevant dimensions that affect our confidence
in the accuracy and dependability of results (Brookhart & Nitko, 2015).

I will be using the problems in quizzes/tests to check reliability. I will compare the scores of
each student. I can improve the reliability by providing the questions in warm-ups and
homework reviews. The time between the quizzes and test will not be long to also attain
reliability. For scoring reliability we examine the quality of each question and the number of
questions. Using Cronbach’s alpha can help assess with the reliability of scores. Our book
provides helpful checklists and suggestions on improving the quality of the questions.

Validity

The validity of a test measures what it is supposed to measure. In my department when

choosing/writing questions, we relate these questions to our standards and learning objectives.
Each item is evaluated. An item will be thrown out if does not correspond to the objectives.
After the assessment, we use the results to make modifications, if needed, in our activities,
teaching and pacing guides. When we do this, it gives us more confidence in our assessments.

Differentiation

“…instruction that is responsive to students’ needs in the context of the standard or content being
taught (Brookhart & Nitko, 2015).”
Since this is the beginning of the year, I am still continuing to build relationships with the
students. As I get to know them, I adjust my instruction. In the meantime, I look at previous
scores from the years before and talk with teachers. For differentiation, I would have a figure
drawn for MC#3. It will help these students to see the figure instead of constructing it
themselves. They may make a mistake in their drawings. MC#1 could also use a drawing,
however; the question provides how to label.

​Improving Student Learning

To improve student learning, I will use results to see where I need to improve instruction. I will
keep the content in front of the students using homework reviews, warm-ups, and drills. This will
help with students’ improvement. Feedback is also important in student learning. Reviewing the
learning objectives with students is beneficial. When students can put a check mark by a
learning objective can provide accomplishment and confidence.

Improving Future Assessments

Collaboration with other teachers is important with improving future assessments. We talk about
what works and what does not work. We meet weekly to discuss lessons, assessments, and tasks.
We compare data from the year before with this year. We take scores from last year’s EOC
assessment and look at the students that have made a Level 1, 2, 3, or 4. We talk about strategies
that move students’ scores to another level. Last year we had several students that were at a 68
or 69. We would love for these students to improve a few more points (or even more).

FRIT 7236 – Short Answer and Essay

Short Answer

Objective #1:​​ Students will explain​ ​that two triangles are congruent if and only if their
corresponding sides and corresponding angles are congruent. ​(2B – Understand Conceptual
Knowledge)

Short Answer #1:

In the following figure below, explain why these two triangles are congruent.
Objective #2:​​ Students will identify the equation of circle using a figure in a coordinate plane.
(2A-Understand Factual Knowledge)

Short Answer #2:

Using the graph above, write the equation of the circle.

Objective #3:​​ Students will apply Cavalieri’s Principle to finding the Volume of a cylinder,
even if it is oblique or not standing straight up. ​(3B – Apply Conceptual Knowledge)

Short Answer #3:​​ Using Cavalieri’s Principle, explain why the volumes of both figures are
equal.
Essay

Objective #1: ​Students will rewrite the equation of a circle in general form to standard form by
completing the square. ​(3C – Apply Procedural Knowledge)

Essay #1: ​Rewrite x2 + y 2 + 4x − 6y − 12 = 0 in standard form. Explain the process of how to

complete the square.

Objective #2:​​ Students will derive the area of a sector of a circle. ​(3C – Apply Procedural
Knowledge)

Essay #2:​​ Billy is creating a circular garden divided into 8 equal sections. The diameter of the
garden is 10 feet. What is the area, in square feet, of one section of the garden? Use 3.14 for pi.
Explain how you determined your answer by providing a valid process for determining one
section of the garden.

Objective #3:​​ Students will demonstrate an understanding of using trigonometric ratios in

solving real-world problems. ​(4C – Analyze Procedural Knowledge)

Essay #3:​​ Janie and Matt each build ramps to jump their remote-controlled cars. Both ramps
are right triangles when viewed from the side. The incline of Janie’s ramp makes a 30 degree
angle with the ground, and the length of the inclined ramp is 14 inches. The incline of Matt’s
ramp makes a 45-degree angle with the ground, and the length of the inclined ramp is 10 inches.
What is the horizontal length of the base of each ramp? Explain the process on how you found
your answers.

Assessment Plan

Reliability
Reliability is the consistency of measurement over relevant dimensions that affect our confidence
in the accuracy and dependability of results (Brookhart & Nitko, 2015).

For the items above, rubrics and/or scoring guides will be created. Using a scoring guide can
help teachers be more thorough with the grading. It will also help with halo effect and carryover
effect. This will help with consistency and reliability.​ ​Students will understand how the rubrics
will work for grading. I will review the rubrics with them. Students will practice the writing
parts before the assessments, so they know what I am looking for. I use constructed responses
for warm-ups to help students prepare for PSAT, so they will not leave blank. The more students
practice these types of problems, the less afraid and more confident.

Validity
The validity of a test measures what it is supposed to measure.

These short answer and essay questions correspond to the learning objectives. In student’s
writing of short answer and essay questions, it helps the teacher to see if the students grasp the
concept. I want the students to have a full understanding of the objectives. Reading the response
to an essay question can help me see that and ensure the validity. If technology was used to
score, I believe the validity would be low.

Differentiation of Instruction
Differentiated instruction refers to instructional practices that are altered to meet the needs,
abilities, interests, and motivations of students (Brookhart & Nitko, 2015).

To meet these needs and abilities, rubrics and scoring guides may need to be altered. Some
students that struggle with writing will be given opportunity to give answer orally. According to
IEP’s, the questions will be read to them and extra time will be given. These differentiated
instructions will also take place during practice times, so students will understand the
procedures.

Improving Student Learning

Improving student learning is keeping a healthy teacher-student relationship, letting students
know the reasons for the essays in math, having high expectations and giving prompt feedback. I
think students and teachers still struggle with “writing” in math. The more chances the students
practice, the better the results. The will be better prepared for class assessments and
standardized tests.

Improving Future Assessments

For math, teachers need to practice reading these types of assessments items. The better teachers
are at scoring, the better they can help students for future assessments. After the assessment,
teachers may need to be change the wording of the problem. You are in a better position to
assess the quality of student answers when a question is focused, and all students interpret it the
same way (Brookhart & Nitko, 2015). If there are other teachers teaching the same subject,
collaboration would be essential in the writing of these questions.
FRIT 7236 – Higher Order Thinking

Objective #1 – Students will relate a story to a graph. Students will interpret a graph and create a
story explaining the graph. Students will read a story and develop a graph. (6B - Create
Conceptual Knowledge and 5B - Evaluate Conceptual Knowledge)

1. Graphs can be used to depict the story of a race. Below is a graph that represents a
swimming race that occurred between two students. Write a story that describes what
happened in the race. Be specific in comparing the two students.

2. You are mowing the lawn. As you mow, the amount of grass to be cut decreases. You
mow at the same rate until about half the grass has been cut. Then, you take a break for a
while. Then, mowing at the same rate as before, you finish cutting the grass. Create a
graph that show how much uncut grass is left as you mow, take your break, and finish
mowing. Do not forget to label your graph.

Objective – Students will graph quadratic inequalities in two variables. Students will analyze the
graph. (5B - Evaluate Conceptual Knowledge)
 3. For a person of height h (in inches), a healthy weight W (in pounds) is one that satisfies
this system of inequalities:

Graph the system for . What is the range of healthy weights for a person 67 inches tall?

*Gifted Differentiation – Find two different websites and compare results that you found
in the above questions to the websites. Is there a difference? Do you agree with the weights that
you found or the websites’? Do not forget to reference the websites.
Assessment Plan

Reliability
Reliability is the consistency of measurement over relevant dimensions that affect our confidence
in the accuracy and dependability of results (Brookhart & Nitko, 2015).

Before assessment, students will have opportunities to create a story from a graph or create a
graph. Students will work with partners to discuss the labeling of graphs. A scoring guide/rubric
will be created. It will be used with the practice problems as well as the assessments. The
grading will be consistent, and the students will know what to expect. A scoring guide will help
with bias (halo effect and carryover effect)​. ​ Since these questions are using higher order
thinking, there will be more discussions with the class to get their mind used to thinking in these
terms instead of recall and remember.

Validity

The validity of a test measures what it is supposed to measure.

These assessment items are used to check the understanding of the learning objectives. These
higher order thinking questions are also developing their problem solving and critical thinking
skills. The more students can develop and use these skills, the validity will increase. Using real
world problems will also help strengthen these skills and improve validity.

Differentiation

Differentiated instruction refers to instructional practices that are altered to meet the needs,
abilities, interests, and motivations of students (Brookhart & Nitko, 2015).
Some of the students that struggle with writing can tell me or the co-teacher the story. Some
students that struggle with creating a graph could have the labels and the axes set up for them. I
included differentiation for gifted students. I wanted to take it a little further for them. Looking
at the different websites and comparing the weights will bring them something more than just
creating a graph and take it to another level.

Improving student learning

Having higher order thinking problems in class and assessments will help with the learning.
Having discussions in class can help with the learning. It can help give students another way of
thinking about it. Reading and creating graphs are essential in today’s world. Outside of the
classroom, graphs are used everywhere. It is vital that students know how to read a graph and
predict what could happen next.

​Improving Future Assessments

Listening to the students’ “thinking” during discussions and grading their assessments will help
me to see if I need change my higher order questioning. Our book gives plenty of strategies that
I can use. One strategy that I think will help with the students and me is “Talk about and through
a problem; keep talking about it until a solution suggests itself” (Brookhart & Nitko, 2015). This
strategy will help students in the real world. This will help with future assessments because
there is an age gap between me and students. I will adjust assessments, problems and
discussions that will benefit them.

FRIT 7236 – Performance Assessments

Objective #1 – Students will create points of concurrency by constructing the centers of
triangles using tools (straight edge, compass, Mira). Students will choose which point of
concurrency is the best to build an amusement park. (6A –Create Conceptual Knowledge)
Centers – Group Project

A developer plans to build an amusement park but wants to locate it within easy access of the
three largest towns in the area as shown on the map below. The developer has to decide on the
best location and is working with the ABC Construction Company to minimize costs wherever
possible. No matter where the amusement park is located, roads will have to be built for access
directly to the towns or to the existing highways.
1.​ Just by looking at the map, choose the location that you think will be best for building the
​

amusement park. Explain your thinking.

___________________________________________________________________

___________________________________________________________________

2. Now you will use some mathematical concepts to help you choose a location for the tower.
Investigate the problem above by constructing the following: (the following sheets)
a) all 3 medians of the triangle that constructs the ​Centroid
b) all 3 altitudes of the triangle that constructs the ​Orthocenter
c) all 3 angle bisectors of the triangle that constructs the ​Incenter
d) all 3 perpendicular bisectors of the triangle that constructs the ​Circumcenter

3. You have four different kinds of tools at your disposal- index card, MIRA, and compass and
straight edge.

4.​​ ​ANSWER AFTER you complete the constructions in part 2 and 3.

Choose a location for the amusement park based on the work you did in part 2. Explain why you
chose this point.

A) Which point of concurrency did you choose for your location?

_________________________________

B) Which construction gave you your point of concurrency?

_____________________________________________________
C) Explain why you chose this location.

5. How close is the point you chose in part 4, based on mathematics, to the point you chose by
observation in part 1?

**Students will construct the centers on four triangles and name the point of concurrency and
tools used. I did not show all four.

What tool did you use? ______________________________________________

What is the name of the point of concurrency? _______________________________

Objective #2 – Students will know when to use law of sines, law of cosines, Pythgorean
Theorem, right triangle trigonometry and area using word problems. (5C – Evaluate
Procedural Knowledge)
Objective #3 – Students will solve quadratic equations by factoring and taking square
roots. Students will analyze the effect of the equation parameters on the graph of a
quadratic equation. (5C – Evaluate Procedural Knowledge)

Quadratic Fanatic and the Case of the Foolish Function (Culminating Task)
Adapted From Jody Haynes, Fayette County School System
Name________________________________________ Date______________
“Quadratic Fanatic, we need your help!” declared the voice on the answering machine. While
out helping solve the town’s problems, a crime had occurred at the Function Factory, and now it
was up to the Quadratic Fanatic to straighten things out.
When he arrived at the factory, Quadratic Fanatic was given three different groups of suspects,
each group representing a different shift. He was told that an employee from each shift had
worked together to commit the crime.
The employees from the first shift were all quadratic functions in vertex form. “They are always
acting kind of shifty,” said the manager. The list of suspects from the first shift is below. For
each suspect, list the transformational characteristics of the function.

Function Vertical Horizontal Vertical Reflected?

Shift Shift Stretch/Shrink

A. f (x) = 21 (x − 3)2 − 4

B. f (x) = 2(x − 4)2 + 3

C. f (x) = 2(x + 4)2 − 3

D. f (x) = −1
2 (x − 4)2 + 3

E. f (x) =− 2(x + 4)2 + 3

F. f (x) =− 4(x − 3)2 − 2

G. f (x) = 3(x + 4)2 − 2

According to a several witnesses, the following information about the suspect was gathered:
“He was shifted up three.” Which of the employees above could be suspects?

“His axis of symmetry was ​x​ = –4.” Which of the employees above could be suspects?
“He had a vertical stretch of 2.” Which of the employees above could be suspects?

“I could see his reflection.” Which of the employees above could be suspects?

Based on the above information, which employee is guilty? Explain how you know.

The employees from the second shift were all quadratic functions in standard form. “They
always follow standard procedure,” said the manager. The list of suspects from the second shift
is below. For each suspect, factor and find its solutions.

Function Factors First Second

Solution Solution

H. g (x) = 3x2 − 10x + 3

I. g (x) = 3x2 − 21x + 30

J. g (x) = 2x2 − 2x − 4

K. g (x) = x2 − x − 12

L. g (x) = x2 + 3x − 18

M. g (x) = x2 − 12x + 35

N. g (x) = 5(x − 4)2 − 125

Hint: Solve by Square Root
Method!

According to a several witnesses, the following information about the suspect was gathered:

“Both solutions were integers.” Which of the employees above could be suspects?

“One of the solutions was negative.” Which of the employees above could be suspects?

“One of the solutions was two.” Which of the employees above could be suspects?

“One of the solutions was negative one.” Which of the employees above could be suspects?
Based on the above information, which employee is guilty? Explain how you know.
Assessment Plan

Reliability
Reliability is the consistency of measurement over relevant dimensions that affect our confidence
in the accuracy and dependability of results (Brookhart & Nitko, 2015).

Prior to these performance assessments, I will make sure students have used the tools for
construction and solved these many types of equations. Students will need to know the
vocabulary and know the meanings. The teachers that will give these assessment will
collaborate and create a scoring guide. The scoring guide will be the same for all classes that
give the performance assessments. This will provide consistency and the assessments will be
more reliable. This will avoid any bias. Students and teachers will know what to expect.

Validity
The validity of a test measures what it is supposed to measure.
The performance assessments will match the learning objectives. This will increase the validity.
The scoring guide will also help with validity. The depth and higher-order thinking skills of
these performance tasks will show me if students can perform multiple concepts.

Differentiation
Differentiated instruction refers to instructional practices that are altered to meet the needs,
abilities, interests, and motivations of students (Brookhart & Nitko, 2015).

In the first performance assessments, students can choose which tools they want to use for
constructions. Students will be working with partners and allowed to use their notes.

Improving Student Learning

Each of these performance assessments has a small introduction. We can read as a class to make
sure there is an understanding of what the task is about. We will review the scoring guide. After
performing the assessment, I will give timely feedback. If there are certain questions that
students are struggling with, I can rewrite for next time. Working with a partner can help with
improvement of student learning.

Improving Future Assessments

Before using the performance tasks, I can have colleagues review the tasks. They may see
something I did not see; i.e., wording of a question. While students are working on the
assessments, I will be walking around and listening to the students. Did I cover everything I was
supposed to during the lessons? I will also take note of the time it takes to complete the
assessments.