Assessment Plan

Purpose and Learning Outcomes

Purpose

The purpose of this assessment plan is to confirm the knowledge of the symbols equal to, greater than, and less than.  The assessment will also identify the skill of the student to be able to perform application of using the correct signs.  The assessment is meant to confirm the learning of the skills to understand greater than, less than, and equal to symbols and meaning.  

Learning Outcomes

• Given possible symbols, the student will correctly identify the symbol that will make the statement true.
• Given word problems, the student will translate this word problem into a statement using symbols correctly.
• Given no examples, the student will write the correct symbols to make the statement true.
• Given possible answers, the student will decide what answer best fits the statement accurately.
• Given only the knowledge of the student, the student will generate unique statements without assistance incorporating multiple signs.

Assessment Context

The assessment will contain 10 questions of each type in various forms from the five learning objectives.  Below is a sample covering all objectives. 

1)      Using the data given, select the most appropriate sign that would make the statement true.

40 > 15 < 25 ___ 40

a)      < 

b)      > 

c)      ≤

d)     ≥

2)      Seth started with five pencils but lost some over time.  How many pencils does he have?

a)      Pencils < 5

b)      Pencils ≥ 5

c)      Pencils ≤ 5

d)     Pencils > 5

3)      Samuel has a 12 pack of soda and gave some to his classmates.  Fill in the appropriate symbol.

Soda __12

4)      Fill in the symbols to make the statement true.

15 __ 12 __ 17 __ 19

5)      Fill out a number that would make the statement correct.

__ < __ < 19 > __

6)      Fill in the statement below to make it true based off the following information.

Candy has four skittles and Kayla has 10 skittles but they may have given some to Coleman.  Between the two, how many do they have left?

Skittles            __   __

7)      Translate and solve.  Use the symbols you have learned in this chapter.  Marc purchased 10 burritos and gave some to Andrew.  Marc has how many burritos left?    

8)      Translate.  Use the symbols you have learned in this chapter.  Fifteen is less than twenty is greater than seventeen.

9)      Create your own statement.  Use both < and > with a run of three or more.

______    ___    ______   ___   ______   ___   ______   (Example)

10)  Write a hypothetical situation where you can apply the concepts of greater than, less than, and equal to.  Write the word problem and translate this.  Your answer must be unique.

Holistic Rubric

	Not at All 1	Limited 2	Good 3	Very Good 4	Excellent 5	Total
Identify	The student does not identify the correct symbols.	The student understands little of the problems on identifying the correct symbols.	The student understands some of the problems on identifying the correct symbols.	The student understands most of the problems on identifying the correct symbols.	The student clearly understands how to identify the appropriate symbols with high accuracy.
Translation	The student is unable to translate into symbols.	The student can translate little problems into symbols.	The student can translate some problems into symbols.	The student can translate most problems into symbols.	The student can translate all problems into symbols.
Application	The student is unable to apply the concepts of less than, greater than, and equal to.	The student is able to do little application of the concepts of less than, greater than, and equal to.	The student is able to do some of the application of the concepts of less than, greater than, and equal to.	The student is able to do most of the application of the concepts of less than, greater than, and equal to.	The student is able to do all of the application of the concepts of less than, greater than, and equal to.
Decision Making	The student is unable to decide which answer symbol creates a true statement.	The student shows little skill in being able to decide which answer symbol creates a true statement.	The student is able to somewhat decide which answer symbol creates a true statement.	The student is able to mostly decide which answer symbol creates a true statement.	The student is able to decide which answer symbol creates a true statement with complete accuracy.
Generation	The student is unable to generate their own unique statements.	The student has little ability to generate their own unique statements.	The student has some ability to generate their own statements.	The student shows the ability to generate their own statements in most situations.	The student shows the ability to generate their own statements in all situations.
Total

Grading

The student will have successfully mastered the assessment showing their skill and knowledge of the topic based off the following scale.  Passing is a letter grade C or better:

Letter Grade	Range
A	23-25 points
B	20-22 points
C	18-19 points
D	16-17 points
F	15 and under points

Testing Constraints

The assessment itself will contain 50 questions and be divided into the appropriate sections to best evaluate the student performance in each section.  Some sections will require more time than others.  The assessment will be split into three days with the first two objectives on day 1, the next two objectives in day 2, and the last objective in day 3 which is in order of difficulty.  Students will only have a pencil and the exam.  No calculators or outside material can be present including cell phones.  Any remaining time in class after the assessment will be used to review the material for the current assessment or answer any questions the students have in regards to the material.