Running Head: FIELD EXPERIENCE

Week Three Assignment

Field Experience

Nermin H. Fialkowski

National University

AAL- 652 Creating Clear Learning Targets

Professor Mark LaCelle-Peterson

January 22nd, 2019

Field Experience 2

Unit
Textbook: College Preparatory Mathematics (CPM)- Pre-Calculus with Trigonometry
Chapter 4: Circular Functions - Section 1: Use the unit circle to generate the graphs of sine and
cosine. Section 2: Explore other trigonometric functions and use trig identities to simplify
expressions.

Test Blueprint
*Learning Targets are “Lesson Objectives” as identified in CPM Textbook (https://cpm.org/pct/)

Learning Target Classification Assessment Percent

Method Importance
4.1.3
Students will:

a. Generate the graphs of a. Reasoning a. Written a. 0

sine and cosine using the (w/K) Response
values from the unit circle.

b. Find the domain, range,

and intercepts for the sine
and cosine graphs. b. Knowledge b. Written b. 10
Response and
Selected
Response
(Multiple
Choice and
Matching)

4.1.4
Students will:

a. Use shifts (horizontal and a. Reasoning a. Written a. 25

vertical) and vertical (w/K) Response and
stretches to graph and find Selected
the equations of sinusoidal Response
functions. (Multiple
Choice and
b. Use the 5-point method to b. Skill Matching)
sketch graphs, which uses (w/K & R)
the isolating pattern b. Written b. 25
sequence of sine and Response
cosine.
Field Experience 3

4.2.3
Students will:

a. Practice stretching a sine a. Reasoning a. Written a. 25

or cosine graph (w/K) Response
horizontally, by
implementing the graph’s
period.

b. Learn about angular b. Knowledge b. Written b. 15

frequency and its Response and
relationship to period. Selected
Response
(Multiple
Choice and
Matching)

Assessment for Learning Using Test Blueprints

Share the blueprint with students and have them write practice test questions periodically for
each cell, as a form of focused review.

Follow-Up
Having students create their own test questions, provided them with a great opportunity of
focused review, which also happens to be one of the seven Assessment for Learning Strategies.
Focused review also allows me, as the instructor, to provide students with focused feedback.

Originally, students where first creating problems that were too difficult to solve. Students were
randomly creating their problems, without having a solid foundation, or something to go off. It
was important for students to also be able to solve their problems after creating them. This
process helped fill-in some inconsistencies and redefined any misconceptions students had.
Students were able to see just how complex problems can get, which allowed for reflection. For
example, when horizontal shifts of sinusoidal graphs are not factors of the period. Students were
then able to reason on more appropriate horizontal shifts for sinusoidal equations based on its
period.

Students were also able to hone in on their procedural fluency skills through this activity. In the
process of creating their own unique sinusoidal equations for identifying period and horizontal
shifts, students practiced their skills of factoring and dividing. And even though students were
able to create equations that looked intense, they were still solvable, as long as they knew how to
factor and divide from 2𝜋. For example, once students were comfortable working with integer
b-values, they progressed to rational values; since the process was the same, factor and divide.

During this activity, students also had to constantly think about and reflect on the validity of their
problems, verifying that they were they mathematically coherent. For example, when creating
sinusoidal graphs to find their corresponding equations, students had to make sure that the
Field Experience 4

amplitude was consistent from the midline; otherwise, the problem would be invalid.
Additionally, students had to be able to successfully apply the 5-point method for graphing in
order to produce true sine and cosine graphs. If not, they would then be creating incoherent
graphs based on their given equations.

As a part of this activity, I was able to take some of the problems that the students created and
incorporated into my Test Review and Unit Test. Not only did this activity hold students
accountable for understanding the Learning Targets, but it was also way for them to be included
and to have a say on their Unit Test. Because of this, students really tried in coming up with
creative and difficult problems, as a way to “out-smart” their peers.

Lastly, sharing the Test Blueprint with the students helped solidify the Learning Targets for
them. It served as a reminder of what the expectations for the Unit were, and what students had
to learn. Seeing the Test Blueprint beforehand not only prepared students for their Unit Test, but
helped calm their nerves, as to knowing what exactly was going to be on the Unit Test, and the
importance of each Learning Target.