Room Renovation Proposed Room Renovation Proposed BudgetBudget

High School GeometryHigh School Geometry

Ms. Alissa KrugMs. Alissa Krug

Room Renovation Proposed Room Renovation Proposed BudgetBudget

Within this unit you will experience the correlation between geometry, Within this unit you will experience the correlation between geometry, technology, family and consumer sciences as well as Language Arts.technology, family and consumer sciences as well as Language Arts.

The purpose of this presentation is to inform The purpose of this presentation is to inform you of the importance of surface area and you of the importance of surface area and area in real world situations. You will use area in real world situations. You will use this presentation to help you successfully this presentation to help you successfully

meet the requirements of the final meet the requirements of the final proposed budget for a room renovation. proposed budget for a room renovation.

Feel free to email any questions you may Feel free to email any questions you may have along the way or ask in class. Good have along the way or ask in class. Good

luck to all!!luck to all!!

Ms. KrugMs. Krug

Room Renovation Proposed Room Renovation Proposed Budget OverviewBudget Overview

Students will be able to Students will be able to understand that:understand that:

Area is used to calculate the Area is used to calculate the amount of space covered amount of space covered with a shape of single with a shape of single dimension.dimension.

Surface area is used to Surface area is used to calculate the amount of calculate the amount of space covered with a three space covered with a three dimensional shape.dimensional shape.

Students will knowStudents will know::

Vocabulary: area and Vocabulary: area and surface area formulassurface area formulas

Mathematical skillsMathematical skills How to determine which How to determine which

formula they will need to use formula they will need to use for their calculations.for their calculations.

Conversions of inches, Conversions of inches, yards and feet.yards and feet.

Determine cost efficiency Determine cost efficiency (Business)(Business)

Create a visual Create a visual representation of final representation of final project (Art and Technology)project (Art and Technology)

Create a written summary of Create a written summary of their findings (Language their findings (Language Arts)Arts)

Standards or Established Standards or Established GoalsGoals

New Jersey Core Curriculum Content Standards:New Jersey Core Curriculum Content Standards:

4.2.E.2- Use a variety of strategies to determine perimeter and area of 4.2.E.2- Use a variety of strategies to determine perimeter and area of plane figures and surface area of 3D figures.plane figures and surface area of 3D figures.

4.2.A.1- Use geometric models to represent real world situations and 4.2.A.1- Use geometric models to represent real world situations and objects and to solve problems using those models.objects and to solve problems using those models.

4.2.A.3- Apply the properties of geometric shapes.4.2.A.3- Apply the properties of geometric shapes. 4.2.A.4- Use reasoning and some form of proof to verify or refute 4.2.A.4- Use reasoning and some form of proof to verify or refute

conjectures or theorems.conjectures or theorems. 4.5.A.1- Learn mathematics through problem solving, inquiry, and 4.5.A.1- Learn mathematics through problem solving, inquiry, and

discovery.discovery. 4.5.A.2- Solve problems that arise in mathematics and in other contexts.4.5.A.2- Solve problems that arise in mathematics and in other contexts. 4.5.A.3- Select and apply a variety of appropriate problem solving 4.5.A.3- Select and apply a variety of appropriate problem solving

strategies.strategies. 4.5.A.4- Pose problems of various types and levels of difficulty.4.5.A.4- Pose problems of various types and levels of difficulty. 4.5.A.5- Monitor their progress and reflect on the process of their problem 4.5.A.5- Monitor their progress and reflect on the process of their problem

solving activity.solving activity. 4.5.B.1- Use communication to organize and clarify their mathematical 4.5.B.1- Use communication to organize and clarify their mathematical

thinking.thinking. 4.5.B.2- Communicate their mathematical thinking coherently and clearly 4.5.B.2- Communicate their mathematical thinking coherently and clearly

to peers, teachers, and others, both orally and in writing.to peers, teachers, and others, both orally and in writing. 4.5.B.3- analyze and evaluate the mathematical thinking and strategies of 4.5.B.3- analyze and evaluate the mathematical thinking and strategies of

others.others. 4.5.B.4- Use the language of mathematics to express mathematical ideas 4.5.B.4- Use the language of mathematics to express mathematical ideas

precisely.precisely.

Standards or Established Standards or Established Goals Continued..Goals Continued..

4.5.C.1- recognize recurring themes across mathematical domains.4.5.C.1- recognize recurring themes across mathematical domains. 4.5.C.2- Use connections among mathematical ideas to explain concepts.4.5.C.2- Use connections among mathematical ideas to explain concepts. 4.5.C.3- Recognize that mathematics is used in a variety of contexts outside of 4.5.C.3- Recognize that mathematics is used in a variety of contexts outside of

mathematics.mathematics. 4.5.C.4- Apply mathematics in practical situations and in other disciplines.4.5.C.4- Apply mathematics in practical situations and in other disciplines. 4.5.C.6-Understand how mathematical ideas interconnect and build on one 4.5.C.6-Understand how mathematical ideas interconnect and build on one

another to produce a coherent whole.another to produce a coherent whole. 4.5.E.1- Create and use representations to organize, record and communicate 4.5.E.1- Create and use representations to organize, record and communicate

mathematical ideas.mathematical ideas. 4.5.E.2- Select, apply and translate among mathematical representations to 4.5.E.2- Select, apply and translate among mathematical representations to

solve problems.solve problems. 4.5.E.3- Use representations to model and interpret physical, social, and 4.5.E.3- Use representations to model and interpret physical, social, and

mathematical phenomena mathematical phenomena 8.2.12.F.3 Select and utilize resources that have been modified by digital tools 8.2.12.F.3 Select and utilize resources that have been modified by digital tools

(e.g., CNC equipment, CAD software) in the creation of a technological product (e.g., CNC equipment, CAD software) in the creation of a technological product or system.or system.

3.2.12.A.93.2.12.A.9 Reflect on own writing and establish goals for growth and Reflect on own writing and establish goals for growth and improvement.improvement.

3.2.12.C.1 Use Standard English conventions in all writing (sentence structure, 3.2.12.C.1 Use Standard English conventions in all writing (sentence structure, grammar and usage, punctuation, capitalization, spelling).grammar and usage, punctuation, capitalization, spelling).

9.2.12 E9.2.12 E..5. Use comparative shopping techniques for the acquisition of goods 5. Use comparative shopping techniques for the acquisition of goods and services.and services.

1.2.12 D.2 Perform various methods and techniques used in the production of 1.2.12 D.2 Perform various methods and techniques used in the production of works of art.works of art.

Standards or Established Standards or Established Goals Continued…Goals Continued…

National Mathematics Standards:National Mathematics Standards: Analyze properties and determine attributes of two and Analyze properties and determine attributes of two and

three-dimensional objects.three-dimensional objects. Explore relationships (including congruence and Explore relationships (including congruence and

similarity) among classes of two and three-dimensional similarity) among classes of two and three-dimensional geometric objects, make and test conjectures about them, geometric objects, make and test conjectures about them, and solve problems involving them.and solve problems involving them.

Establish the validity of geometric conjectures using Establish the validity of geometric conjectures using deduction, prove theorems, and critique arguments made deduction, prove theorems, and critique arguments made by others. by others.

Draw and construct representations of two and three-Draw and construct representations of two and three-dimensional geometric objects using a variety of tools.dimensional geometric objects using a variety of tools.

Use geometric models to gain insights into, and answer Use geometric models to gain insights into, and answer questions in, other areas of mathematics.questions in, other areas of mathematics.

Use geometric ideas to solve problems in, and gain Use geometric ideas to solve problems in, and gain insights into, other disciplines and other areas of interest insights into, other disciplines and other areas of interest such as art and architecture. such as art and architecture.

Learning GoalsLearning Goals

Students will be able to identify and define shapesStudents will be able to identify and define shapes Students will be able to successfully calculate area Students will be able to successfully calculate area

of shapesof shapes Students will be able to successfully calculate the Students will be able to successfully calculate the

surface area of a given shapesurface area of a given shape Students will be able to apply understanding of Students will be able to apply understanding of

formulas to real world situationsformulas to real world situations Students will be able to calculate the total area of Students will be able to calculate the total area of

rooms in their home and students will be able to rooms in their home and students will be able to calculate the total surface area of rooms in their calculate the total surface area of rooms in their homehome

Students will be able to determine how much Students will be able to determine how much material will be needed to complete a renovationmaterial will be needed to complete a renovation

Students will be able to calculate total expenses for Students will be able to calculate total expenses for renovations, and students will be able to create a renovations, and students will be able to create a proposed budget for the room renovation.proposed budget for the room renovation.

Essential QuestionsEssential Questions

When am I going to use area and surface area When am I going to use area and surface area in real life situations? in real life situations?

How do you determine how much material you How do you determine how much material you will need as well as the final costs?will need as well as the final costs?

How else can I use area and surface area How else can I use area and surface area around the home?around the home?

How do you calculate area and surface area How do you calculate area and surface area and what is the difference between them?and what is the difference between them?

AssessmentsAssessments

Diagnostic AssessmentsDiagnostic Assessments

QuestionnaireQuestionnaire This questionnaire is designed for you to answer first. You will This questionnaire is designed for you to answer first. You will

then take the questionnaire home to your parents of guardians to then take the questionnaire home to your parents of guardians to see how their answers are similar or different from your see how their answers are similar or different from your responses. The questions will pertain to real world examples of responses. The questions will pertain to real world examples of surface area and area. This will not be a graded assignment.surface area and area. This will not be a graded assignment.

Brain DrainBrain Drain This is designed for you to write down all that you already know This is designed for you to write down all that you already know

about area and surface area before beginning discussion of the about area and surface area before beginning discussion of the unit. This will aid in a deeper understanding of what you already unit. This will aid in a deeper understanding of what you already know and how you learn. This will not be a graded assignment.know and how you learn. This will not be a graded assignment.

Surface Area and Area PretestSurface Area and Area Pretest You will be given a pretest on solving for the area or surface area You will be given a pretest on solving for the area or surface area

of basic shapes. Again, this pretest will not be a graded of basic shapes. Again, this pretest will not be a graded assessment. This will allow me to assess how prepared you assessment. This will allow me to assess how prepared you already are and what shapes you are already familiar with.already are and what shapes you are already familiar with.

Formative AssessmentsFormative Assessments

Class workClass work You will be given ample You will be given ample

class time to work class time to work collaboratively in completing collaboratively in completing class work as well as class work as well as homework using the surface homework using the surface area and area formulas. You area and area formulas. You will display and explain your will display and explain your work on the board in the work on the board in the classroom.classroom.

Open-ended QuestionOpen-ended Question You will complete an open-You will complete an open-

ended question using a ended question using a rubric that we have co-rubric that we have co-created to guide you. After created to guide you. After completing the open-ended completing the open-ended question you will break off question you will break off into small groups and into small groups and assess each other using the assess each other using the same rubric. You will be able same rubric. You will be able to provide suggestions to to provide suggestions to your classmates and reflect your classmates and reflect upon what it is they could do upon what it is they could do to improve their work for the to improve their work for the next assessment. next assessment.

Surface Area and Area Surface Area and Area QuizzesQuizzes

You will be expected to You will be expected to complete quizzes on finding complete quizzes on finding area and surface area of area and surface area of shapes. The quizzes given shapes. The quizzes given will be in the form of short will be in the form of short answer responses and show answer responses and show your work. You will be able your work. You will be able to use your quizzes as a self to use your quizzes as a self assessment tool to help assessment tool to help attain the knowledge to attain the knowledge to better prepare yourself for better prepare yourself for the next assessment task.the next assessment task.

Formative assessments are for me to gain an understanding of topics that may need re-teaching.

Performance AssessmentPerformance Assessment

Goal of the assessment:Goal of the assessment: • Your taskYour task is to put yourself in the eyes of a contractor in order to is to put yourself in the eyes of a contractor in order to

create a proposed budget for a room renovation. create a proposed budget for a room renovation.

Obstacles:Obstacles: • The obstacles to overcome are using surface area and area to The obstacles to overcome are using surface area and area to

find out how much material you will be using and what is the find out how much material you will be using and what is the most cost efficient way to renovate the room with the materials most cost efficient way to renovate the room with the materials the homeowner would like (for example: wallpaper, paint, carpet, the homeowner would like (for example: wallpaper, paint, carpet, wood flooring). wood flooring).

Role, Audience, and Situation:Role, Audience, and Situation: • You have been asked to complete a room renovation and You have been asked to complete a room renovation and

provide a budget in which you will be able to accomplish this provide a budget in which you will be able to accomplish this project. You need to convince the home owners that the budget project. You need to convince the home owners that the budget you have calculated will be the most cost efficient way of you have calculated will be the most cost efficient way of completing the room renovation. The challenge involves dealing completing the room renovation. The challenge involves dealing with shopping at multiple retailers to find the best buy, calculating with shopping at multiple retailers to find the best buy, calculating the amount of the material you will need to complete the room the amount of the material you will need to complete the room renovation and discussing with the homeowners why your budget renovation and discussing with the homeowners why your budget is the most cost efficient. is the most cost efficient.

Performance Assessment Performance Assessment Continued…Continued…

Overall Product and Performance:Overall Product and Performance: You will create a cost efficient proposed budget in You will create a cost efficient proposed budget in

order to complete the room renovation within the order to complete the room renovation within the customer’s home. The customers you will be customer’s home. The customers you will be

using are your parents or guardians in order to using are your parents or guardians in order to determine the materials that will be used in your determine the materials that will be used in your

budget. You will present your proposed budget to budget. You will present your proposed budget to your classmates through use of visual your classmates through use of visual

representation. You may use a power point, slide representation. You may use a power point, slide show of your work, diorama, or data display using show of your work, diorama, or data display using the information to support your findings. Finally, the information to support your findings. Finally,

you will journal what it is you have learned you will journal what it is you have learned throughout this assessment about real world throughout this assessment about real world

applications. Your work will be judged based on applications. Your work will be judged based on the rubric we have co-created. the rubric we have co-created.

Surface Area of a Rectangular PSurface Area of a Rectangular Prismrism

Area of a rectangleArea of a rectangle

Examples of FormulasExamples of Formulas

Room Renovation RubricRoom Renovation RubricExceeds Exceeds

ExpectationsExpectations

(3 points)(3 points)

Meets Meets ExpectationsExpectations

(2 points)(2 points)

Needs More Needs More TimeTime

(1 point)(1 point) Mathematical Mathematical CalculationsCalculations

Student will have Student will have completed completed calculations for calculations for surface area and surface area and area with no area with no

mathematical errorsmathematical errors

Students will have Students will have completed completed calculations for calculations for surface area and surface area and area with few area with few

mathematical errorsmathematical errors

Students will have Students will have completed completed calculations for calculations for surface area and surface area and area with many area with many

mathematical errorsmathematical errors

Real World Real World

ApplicationApplication Student was able to Student was able to successfully apply successfully apply surface area and surface area and area concepts to area concepts to real world situation. real world situation. Students were able Students were able to prepare a to prepare a proposed budget of proposed budget of material for a room material for a room renovation with no renovation with no errors. errors.

Student was able to Student was able to apply surface area apply surface area and area concepts and area concepts to real world to real world situation. Students situation. Students were able to prepare were able to prepare a proposed budget a proposed budget of material for a of material for a room renovation with room renovation with few errors. few errors.

Student was able to Student was able to apply surface area apply surface area and area concepts and area concepts to real world to real world situation. Students situation. Students were able to prepare were able to prepare a proposed budget a proposed budget of material for a of material for a room renovation with room renovation with many errors. many errors.

Room Renovation Rubric Room Renovation Rubric Continued…Continued…Exceeds Exceeds

ExpectationsExpectations

(3 points)(3 points)

Meets Meets ExpectationsExpectations

(2 points)(2 points)

Needs More Needs More TimeTime

(1 point)(1 point)

Visual Visual

PresentationPresentation Student will have Student will have supported their supported their findings through findings through visual visual representation. representation. Student Student incorporated incorporated creativity and creativity and technology into the technology into the visual presentation. visual presentation.

Student will have Student will have supported their supported their findings through findings through visual visual representation. representation. Student Student incorporated little incorporated little creativity and creativity and technology into the technology into the visual presentation.visual presentation.

Student will have Student will have supported their supported their findings through findings through visual visual representation. representation. Student Student incorporated no incorporated no creativity and creativity and technology into the technology into the visual presentation. visual presentation.

Room Renovation Rubric Room Renovation Rubric Continued…Continued…Exceeds Exceeds

ExpectationsExpectations

(3 points)(3 points)

Meets Meets ExpectationsExpectations

(2 points)(2 points)

Needs More Needs More TimeTime

(1 point)(1 point)

JournalJournal Students discussed Students discussed what they have what they have learned about learned about surface area and surface area and area in real world area in real world applications.applications.

Students provided a Students provided a detailed written detailed written description of their description of their room renovation room renovation including including measurements of measurements of the the length/width/height, length/width/height, how much material how much material was needed as well was needed as well as cost per unit. as cost per unit.

Students discussed Students discussed what they have what they have learned about learned about surface area and surface area and area in real world area in real world applications.applications.

Students provided a Students provided a written description of written description of their room their room renovation excluding renovation excluding one of the following: one of the following: measurements of measurements of the the length/width/height, length/width/height, how much material how much material was needed as well was needed as well as cost per unit. as cost per unit.

Students discussed Students discussed what they have what they have learned about learned about surface area and surface area and area in real world area in real world applications.applications.

Students provided a Students provided a written description of written description of their room their room renovation excluding renovation excluding more than one of the more than one of the following: following: measurements of measurements of the the length/width/height, length/width/height, how much material how much material was needed as well was needed as well as cost per unit. as cost per unit.

Paper and Pencil AssessmentPaper and Pencil AssessmentSurface Area and Area TestSurface Area and Area Test

Stated PropositionStated Proposition To calculate the costs To calculate the costs

involved in painting involved in painting and carpeting a room and carpeting a room we can use the we can use the formulas for area and formulas for area and surface area to assist surface area to assist in our procedure. in our procedure.

Test ItemsTest Items True/False True/False

questions(5)questions(5) Short answer Short answer

questions (10)questions (10) Multiple choice Multiple choice

questions (5)questions (5) Essay (2)Essay (2)

Student Scores and Student Scores and ReflectionsReflections

AssessmentAssessment Points Points EarnedEarned

Possible Possible PointsPoints

ReflectionReflection

Pretest- surface Pretest- surface area and areaarea and area

Open-ended Open-ended questionquestion

Surface Area Surface Area QuizQuiz

Area QuizArea Quiz

Room Room Renovation Renovation Proposed BudgetProposed Budget

Surface Area and Surface Area and Area TestArea Test

Assessment Photo Album Assessment Photo Album RubricRubric

Exceeds ExpectationsExceeds Expectations

(3 points)(3 points)Meets ExpectationsMeets Expectations

(2 points)(2 points)Needs More TimeNeeds More Time

(1 point)(1 point)

Learning goals Learning goals

matched to assessment matched to assessment

methods methods

Incorporates 21Incorporates 21stst century century

skills of thinking critically skills of thinking critically

and creatively while and creatively while

obtaining obtaining

information/evidence of information/evidence of

student learning.student learning.

Multiple assessments Multiple assessments

(pictures) that vary in (pictures) that vary in

type to make inferences type to make inferences

from evidence.from evidence.

Authentic opportunities Authentic opportunities

of real-life application of of real-life application of

knowledge and skills that knowledge and skills that

gives students the gives students the

opportunity to work in opportunity to work in

their own learning their own learning

preferences.preferences.

Various methods and Various methods and

approaches for obtaining approaches for obtaining

information/evidence of information/evidence of

student learning.student learning.

Includes a variety of Includes a variety of

assessments to make assessments to make

inferences from inferences from

evidence; a photo album, evidence; a photo album,

not a single picture.not a single picture.

Provide opportunities for Provide opportunities for

authentic application of authentic application of

knowledge and skills.knowledge and skills.

One method or approach One method or approach

of obtaining of obtaining

information/evidence of information/evidence of

student learning.student learning.

A single picture.A single picture.

Non-authentic Non-authentic

opportunities for opportunities for

application of knowledge application of knowledge

and skills.and skills.

Assessment Photo Album Assessment Photo Album Rubric Continued..Rubric Continued..

Exceeds ExpectationsExceeds Expectations

(3 points)(3 points)Meets ExpectationsMeets Expectations

(2 points)(2 points)Needs More TimeNeeds More Time

(1 point)(1 point)

Diagnostic assessments Diagnostic assessments

(pre-assessments) (pre-assessments)

Multiple pre-Multiple pre-

assessments that involve assessments that involve

a student’s family or a student’s family or

community.community.

Multiple opportunities of Multiple opportunities of

reflection.reflection.

Used in multiple forms Used in multiple forms

more than at the more than at the

beginning of a unit.beginning of a unit.

At least one that At least one that

provides information provides information

about a student’s family about a student’s family

or community.or community.

Enables reflection on the Enables reflection on the

student’s part.student’s part.

Ungraded.Ungraded.

Given at the beginning of Given at the beginning of

the unit, identify the unit, identify

misconceptions, skill misconceptions, skill

levels, interests, reveals levels, interests, reveals

learning preferences.learning preferences.

Purposeful with a clearly Purposeful with a clearly

focused identified target.focused identified target.

May include: pre-tests, May include: pre-tests,

skill checks, concept skill checks, concept

maps, drawings, KWL maps, drawings, KWL

chartscharts

Does not include Does not include

information about the information about the

student’s family.student’s family.

Does not provide Does not provide

reflection for the reflection for the

students.students.

Graded.Graded.

Does not identify Does not identify

misconceptions or skills misconceptions or skills

levels, interests, or levels, interests, or

learning preferences.learning preferences.

Not focused on an Not focused on an

identified target.identified target.

Assessment Photo Album Assessment Photo Album Rubric Continued..Rubric Continued..

Exceeds ExpectationsExceeds Expectations

(3 points)(3 points)Meets ExpectationsMeets Expectations

(2 points)(2 points)Needs More TimeNeeds More Time

(1 point)(1 point)

Descriptions of Descriptions of

formative assessmentsformative assessments

Multiple assessments in Multiple assessments in

multiple forms to reach multiple forms to reach

the multiple learning the multiple learning

preferences of the preferences of the

students. students.

Involve the students in Involve the students in

the formation of the the formation of the

assessment mechanism assessment mechanism

by suggestions or the by suggestions or the

test, performance test, performance

assessments, co-assessments, co-

constructing rubrics, and constructing rubrics, and

record keeping.record keeping.

Descriptive feedback Descriptive feedback

related to the criteria is related to the criteria is

given.given.

Followed up with high-Followed up with high-

quality corrective quality corrective

instruction to help instruction to help

students remedy students remedy

whatever learning errors whatever learning errors

are identifiedare identified

Ongoing assessments Ongoing assessments

that are used to that are used to

constantly monitor the constantly monitor the

progress of the students progress of the students

and to inform the and to inform the

instruction of the teacher.instruction of the teacher.

Involve the students in Involve the students in

the formation of the the formation of the

assessment mechanism assessment mechanism

in at least one way so in at least one way so

that students know their that students know their

learning goals.learning goals.

Students self-assess Students self-assess

their own performance.their own performance.

Feedback related to the Feedback related to the

criteria is given.criteria is given.

Followed up with Followed up with

corrective instruction.corrective instruction.

Are not ongoing Are not ongoing

assessments.assessments.

Does not involve Does not involve

students in the formation students in the formation

of the assessment of the assessment

mechanism. Students mechanism. Students

do not have clear do not have clear

learning goals.learning goals.

Students are not given Students are not given

an opportunity to self-an opportunity to self-

assess their own assess their own

performance.performance.

Non-specific feedback Non-specific feedback

(A, 82%, etc.).(A, 82%, etc.).

Not followed up with Not followed up with

corrective instruction.corrective instruction.

Assessment Photo Album Assessment Photo Album Rubric Continued..Rubric Continued..

Exceeds ExpectationsExceeds Expectations

(3 points)(3 points)Meets ExpectationsMeets Expectations

(2 points)(2 points)Needs More TimeNeeds More Time

(1 point)(1 point)

Outline of performance Outline of performance

assessment (summative assessment (summative

assessment)assessment)

Build upon the Build upon the

knowledge students knowledge students

already have in order for already have in order for

transfer to take place.transfer to take place.

Includes backward Includes backward

mapping.mapping.

Students are involved in Students are involved in

regular feedback and regular feedback and

experience constructive experience constructive

corrective teaching.corrective teaching.

Includes scaffolding.Includes scaffolding.

Adapted to all different Adapted to all different

learning styles (ex. learning styles (ex.

Visual, auditory, Visual, auditory,

kinesthetic).kinesthetic).

Includes a broad mixture Includes a broad mixture

of testing components of testing components

(ex. constructed (ex. constructed

response, multiple response, multiple

choice, performance, fill choice, performance, fill

in the blank).in the blank).

Authentic application Authentic application

related to a real-world related to a real-world

situation that engages all situation that engages all

students and allows for students and allows for

deeper understandings deeper understandings

to be shown.to be shown.

Given at the beginning of Given at the beginning of

the unit.the unit.

Frame the essential Frame the essential

questions.questions.

Includes the ability for Includes the ability for

students to transfer students to transfer

knowledge.knowledge.

Provides regular Provides regular

feedback to the student.feedback to the student.

Adapted to most all Adapted to most all

areas of learning styles.areas of learning styles.

Includes at least two Includes at least two

testing components (ex.: testing components (ex.:

constructed response, constructed response,

multiple choice, multiple choice,

performance, fill in the performance, fill in the

blank).blank).

The assessment is The assessment is

mostly authentic and mostly authentic and

students are engaged.students are engaged.

Not given at the Not given at the

beginning of the unit.beginning of the unit.

Not focused on the Not focused on the

essential questions.essential questions.

Lack of regular feedback.Lack of regular feedback.

Focuses mainly on one Focuses mainly on one

learning style.learning style.

Only one testing Only one testing

component is component is

incorporated into incorporated into

assessment.assessment.

The assessment is not The assessment is not

authentic and has no authentic and has no

relevance to a real-world relevance to a real-world

situation. Assessment situation. Assessment

pieces do not provide pieces do not provide

engaging activities for engaging activities for

students.students.

Assessment Photo Album Assessment Photo Album Rubric Continued..Rubric Continued..

Exceeds ExpectationsExceeds Expectations

(3 points)(3 points)Meets ExpectationsMeets Expectations

(2 points)(2 points)Needs More TimeNeeds More Time

(1 point)(1 point)

Rubric for Rubric for

performance performance

assessmentassessment

Provides clear and Provides clear and

focused goals that are focused goals that are

well explained.well explained.

Written in kid language.Written in kid language.

Students take part in co-Students take part in co-

writing the rubric.writing the rubric.

Students are given an Students are given an

opportunity to self-opportunity to self-

evaluate, and adjust.evaluate, and adjust.

Provide students Provide students

feedback comments that feedback comments that

include action steps to include action steps to

improve the assessment.improve the assessment.

Multiple models of Multiple models of

students work at varying students work at varying

ability levels (excellence ability levels (excellence

and poor) are provided and poor) are provided

and discussed with and discussed with

students.students.

Specifically aligned with Specifically aligned with

learning goals.learning goals.

Understandable to Understandable to

students.students.

Students are informed Students are informed

for what is expected.for what is expected.

Students are given an Students are given an

opportunity for self-opportunity for self-

adjustment.adjustment.

Feedback comments are Feedback comments are

incorporated.incorporated.

Models of student work Models of student work

are provided and are provided and

discussed with students.discussed with students.

Vague relation to Vague relation to

learning goals and learning goals and

enduring enduring

understandings.understandings.

Written in adult Written in adult

language.language.

Uninformed receiver.Uninformed receiver.

Lacks the opportunity for Lacks the opportunity for

students to gain insight students to gain insight

from feedback and from feedback and

adjust.adjust.

Feedback is not Feedback is not

incorporated.incorporated.

No models of student No models of student

work are provided.work are provided.

Teacher RevisionsTeacher Revisions