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MAED 471B
Stacy Lee
c) Source of Assessment
NOTE: Since Pr. Math 10 is provincially examinable, school mark will count 80% and the
government exam will count 20%.
• Unit Test: 70% of the course. One at the end of each unit which takes
approximately 2 weeks.
• Quizzes: 10% of the course. On average, there will be 2-3 quizzes per unit.
• HW: 10% of the course. HW will be assigned every day out of the textbook or
worksheet.
• Project: 10% of the course. There will be 1 project per unit. Some will be done
individually and some will be done as a group. The difference between project and
homework will be the amount of time they put into the final product and project
might require certain level of their pre-requisite math skills e.g. Math 9 or
knowledge from previous units.
e) Conversion Scheme
I don't think I have a choice of converting marks/performance into summative grades at
the school I am working for. This probably is the case for all the high school classes since
universities are need to look at the summative conversion in determining students'
admission. So as if other standard marking scheme, I would use the range of marks and
corresponding letter grades. For example, 86% - 100% is an 'A', 73% - 85% is a 'B', etc.
I think it is a human nature to react differently to an 'A' compared to a 'B' and I have
experienced students begging and arguing to achieve a better letter grade. That will be my
own judgment call; I would bump up marks within 1% range if that changes a letter grade
under the condition that students' work habits and effort were evident through out the
course.
Joseph Padayattil
Mark
Total
Weight
Percent
Unit 1 HW package #1
5
1
90.0%
Unit 1 HW package #2
5
1
100.0%
Unit 1 HW package #3
5
1
100.0%
15
1
100.0%
15
1
100.0%
10
1
100.0%
Unit 3 Review #1
25
1
90.0%
Quizzes - Weight 20%
Joseph Padayattil
Mark
Total
Weight
Percent
12
1
83.3%
10
1
90.0%
22
1
81.8%
Unit 2 Quiz #1
14
1
85.7%
Unit 2 Quiz #2
11
1
68.2%
11
1
100.0%
16
1
90.6%
Unit Tests - Weight 60%
Joseph Padayattil
Mark
Total
Weight
Percent
43
1
86.0%
31
1
96.8%
56
1
71.4%
Mark in Bin
81.7%
Term 1 Mark: 83.2%
h) Revision scheme
• HW: I don't think I am going to have a specific revision scheme for homework. If
the homework is handed in incomplete, I will return it back to the student and ask
for more effort and completion.
• Quizzes: No re-write on quizzes. The % given is not as huge as unit tests, so
getting a few bad marks on quizzes won't be so detrimental. However, to
psychologically comfort them, I can omit two worst quizzes IF students correct
quizzes with me after school for instance.
• Tests: Re-write is allowed if students come back after school and analyze each
question they got wrong in a journal form. Students must write down their thoughts
and work step by step and I have to be convinced that the student is ready to re-do
the test for the second time. To be fair for the entire class, I won't replace the old
mark with the new one, but I will take 30% old + 70% new.
i) Rationale
• Practicality - I must say paper-and-pencil oriented testing methods are efficient and
less time consuming and it certainly is a way of testing large number of students in
a restricted time period.
• Conformity - I am not comfortable with doing something too radical way different
from the rest of the math department. I am sure I can be creative even if I stick to
conventional tests, quizzes, etc., but I don't see myself going against the norm too
much.
• I don't like portfolio type of assessment. This will create too much ambiguity and
confusion unless many other teachers adopt it in their practice as well. Last year's
nightmare in Planning 10 portfolio seems to have created kids' hatred towards
portfolios. Plus how would I know if the portfolio is done by the students themselves
or by their tutors or parents or siblings? This involves too much human bias and I
need more objective way of assessing students.
2) Comparison to IRP
Overall, I noticed that my assessment plan does not fully match to the objectives and
guidelines. I would say about 25% of the guidelines include my assessment plan. But at the
same time, I am covering all the components as part of my class but they are just not for
marks. For example, I do observe my students on on-going basis but I don't give marks for
such observation. Similar argument goes to oral and written reports. I do see if students
can verbally express their answers but I don't necessarily attach marks to that. Portfolio
assessment is something I am completely not doing in my class, not because I am against it
but because I am still not sure how I can effectively implement it in my class. Maybe in the
long run, if I observe more successful cases with portfolios, I might have more courage to
try portfolio approach for my own practice.
Mathematical Processes
• Maria's case: There are two issues here; Maria is not challenged enough and Maria
lacks the sense of respect. To solve the first problem, ideally she needs to be put
into honours class or AP/IB class. Her attitude problem can possibly be solved
simultaneously hoping that she learns how to be humble by observing smarter
students around her and by having more challenging materials given to her. If
above is not feasible and if Maria has to stay with me then I would sit down with
her one on one after school and talk to her genuinely about the issues. I will specify
what bothers me and tell her the purpose of this conference one on one. I hope to
see some changes in her attitude but if not, it is time to contact her parents. 99%
of the time, parents do not support their children's negative rude behavior so
hopefully Maria's conversation with parents will change her attitude.
• Class dynamics vary so drastically from one class to another. It is not fair to
compare just the average figures to judge other teachers' teaching or our own
teaching. I would first gather the data on this class's previous marks from last year.
Calculate the average on their final exam or provincial exam and see if that
matches to the current class average. If they do match, then you have less to
"blame" for myself. If there is any discrepancy, however, that is when I need to do
more investigation. For example, "Am I using different method to factor compared
to the rest of the math teachers in school?", "Are my instructions not clear enough
on the test?", "Are the review packages made in a way to prepare students for the
test?", "How is the difficulty level of my test compared to other teachers?", etc.
How do I find out the answers for these investigative questions? I think
conversation with students and colleagues will be the best way to go. If I have
multiple blocks of the same course, the investigation process will even be easier.
• Algebra Magic Tricks Book 2: If I can get my students interested in the subject,
it's already winning half the battle. There is no doubt students will enjoy doing the
activities and it will be a good introduction to equation solving units. I like the
reflection questions after the activities.
• Dr. Funster's Quick Thinks Math C1: Some of the questions can be good for 5-
10 minutes left over at the end of the class or I could use it as a "lesson breaker" to
take a quick break if the lesson is long. Questions are easy to follow and students
can work fairly independently without getting much help from their teachers.
Questions appear fun and they cover lots of different topics in math.
6) Self-assessment
• Will I use self-assessment? Yes and No. It depends on the overall maturity of
the class and the type of assignments/projects I am doing for the unit.