Patterns in Linear Equations

Strand: Patterns and Relations (Patterns)
Outcomes: 1 and 2

Step 4: Assess Student Learning

Guiding Questions

Look back at what you determined as acceptable evidence in Step 2.
What are the most appropriate methods and activities for assessing student learning?
How will I align my assessment strategies with my teaching strategies?

Sample Assessment Tasks

In addition to ongoing assessment throughout the lessons, consider the following sample activities to evaluate students' learning at key milestones. Suggestions are given for assessing all students as a class or in groups, individual students in need of further evaluation, and individual or groups of students in a variety of contexts.

A. Whole Class/Group Assessment

Examples of Whole Class/Group Assessment Word Document

B. Small Group/Individual Assessment

Summative assessment usually occurs at the end of the learning cycle and provides an opportunity for students to demonstrate what they know and understand. Summative assessment usually includes the assignment of a score or grade to the student's work. You may want to provide opportunities for choice in terms of the types of products that students can use to demonstrate their understanding

In small groups, have students create a product or presentation that shows their understanding of a particular concept. For example:

Does the graph of y = 2x + 5 ever intersect the graph of y = ^–2x + 5? Explain and show how you know.
Does the graph of x = 2 ever intersect the graph of y = 2? Explain and show how you know.
Create three different line graphs (linear functions) where the ordered pair (2, 10) is one of the values. Explain how you solved this problem and represent your answer in at least two different ways.
Create a geometric pattern by showing the first three elements. Demonstrate a solution to your question in at least three different ways. What would the 100th value be?

C. One-on-one Assessment

Examples of One-on-one Assessment Word Document

D. Applied Learning

Provide opportunities for students to investigate real-life situations such as comparing cell phone plans or television and satellite packages. Students can compare how various monthly plans are similar or different in terms of how much they cost. They can personalize their investigation in terms of their own activities that may include more text messaging, more talking or particular channels that their families prefer. Cell phone and television providers often show the various plans and costs on their corporate Web sites, so students can access real information. Students might investigate the question "What is the most cost effective plan for my own pattern of cell phone use?"