I found a great assessment activity for grade three on the Alberta Assessment Consortium. It`s called `Buying Books' and this is it!
Teacher Materials:
CONTEXT FOR
LEARNING
In
this task, students are preparing to help a younger class choose books to add
to their class library. Students will use first-hand data about favourite book topics
to construct and label a bar graph. They will interpret the data to choose 10
books for this class, and calculate the money remaining from a $200 budget.
This
task provides opportunities for students to use authentic first-hand data to
construct, label and interpret a bar graph. Teachers will have an opportunity
to learn more about the students’ personal strategies for addition and
subtraction. As students share their learning, they refine their ability to
communicate and reason mathematically (see Program of Studies, 2007, p. 4)
Teacher Resource Mater
ials include:
|
•
Learner Outcomes and Assessment Criteria (p. 2)
•
For Best Results (pp. 3-5)
Student Materials include:
•
Student Task (p. 1)
•
Rubric (p. 2)
•
Optional Student Worksheets (pp. 3,4)
Assessment for Learning Tools:
•
Coaching Feedback
•
Student Self-Reflection
ASSESSMENT
AND EVALUATION OF STUDENT LEARNING
This
performance task addresses the following learner outcomes (shown in Times
New Roman font)
from the Mathematics Program of Studies:
NOTE: Where text is grey, that portion of the
outcome is not specifically addressed in this task.
Grade Three Learner Outcomes
|
Criteria for
Evaluation*
Students
provide evidence of their learning as they:
|
Statistics and
Probability
General Outcome:
Collect, display and analyze data to
solve problems.
|
|
2. Construct, label and interpret bar graphs
to solve problems.
[C, PS, R, V]
|
·
construct
and label bar graph
·
interpret
bar graph to solve a problem
|
Number
General Outcome:
Develop number sense.
|
|
9. Demonstrate an understanding of addition
and subtraction of numbers with answers to 1000 (limited to 1-, 2- and
3-digit numerals), concretely, pictorially and
symbolically, by:
[C, PS, R, V]
|
·
demonstrate
addition and subtraction strategies to solve a problem
|
*
Criteria statements appear again in the first column of the evaluation tools
(checklists, rating scales and/or rubrics) and are the basis on which student
evaluation is made relative to the learner outcomes.
Mathematical Processes
Mathematical
processes are skills that are addressed at all grade levels. They are not
taught as discrete skills, but are integrated into the specific outcomes. Links
to the processes are identified within square brackets after the specific
outcomes.
Throughout
this task, the following mathematical processes are specifically addressed:
·
Communication: communicate in order to clarify, reinforce
and modify ideas.
·
Connections: connect mathematical ideas to each other or to
the real world.
·
Problem Solving: develop and apply new mathematical
knowledge through problem solving.
·
Reasoning: use reasoning skills to analyze a problem, reach
a conclusion and justify or defend that conclusion.
·
Visualization: be able to create, interpret and describe a
visual representation.
FOR BEST RESULTS
This section provides suggestions for additional instruction and assessment for learning support. A
student self-reflection tool and a peer-coaching tool have been provided in
this package. These tools are not
intended to be used for grading purposes, but rather to scaffold students along
the way to successful completion of the performance task. As not all students
will require the same type and/or amount of scaffolding, teachers make
instructional and coaching decisions based on student needs.
After initial suggestions on preparing
for the task, the information in this section is organized around the criteria
for evaluation. Thus, teachers can target the areas where they feel students
require additional support and guidance.
To help prepare
students for the task…
·
Engage students in the task by examining
advertisements for children’s books. For example, your school may distribute
flyers from Scholastic Canada (www.scholastic.ca) or
other children’s book clubs. Some booksellers advertise online, and book
information and prices can be accessed that way. One example is Kidsbooks (www.kidsbooks.ca), where
books can be browsed by topic.
·
Discuss the fact that prices can be rounded
up to whole dollars to make calculations easier (e.g. $4.99 will be considered
$5).
·
Consider the context. If you had money for a
class library, how would you decide which books to buy? Would your choices be
different if you were buying books for a younger or older class? How could you
find out what kinds of books another class might like?
·
With your students, create a list of 4 or 5
general book topics to use when collecting data. For example: books about animals,
fairy tales and make-believe, science books, funny books, books about kids,
sports stories, chapter books, picture books. Important Note: The intention is to keep it quite open-ended. It’s
fine if categories overlap. You can use student input for the list, but in the
end it’s up to you to make sure it’s one that will work well for this task.
Categories that are too narrow (e.g. ABC books, sticker books, books about
dinosaurs) make choosing appropriate books difficult.
·
Review the collection and organization of
data, if necessary.
·
Provide materials such as rulers, paper,
markers, grid paper, etc for graph construction.
Differentiation notes: Provide
the optional worksheet (Student Materials pp. 3-4) to support students who
require a more structured task.
Assessment
for Learning Support
ü Share the assessment task, criteria and
rubric with students at the beginning of the activity to help focus their
learning during the unit of study.
ü Involve students in the creation of
criteria for a successful bar graph.
ü Exemplars are a powerful way to help
students understand the expected standard of performance by viewing work at a
variety of levels of proficiency. Exemplars for this task will be posted on the
AAC website as they are available.
To help students construct,
label and interpret a bar graph (criteria #1 and #2)
·
Review examples of bar graphs with students
to help them identify the parts, including title, labels, numbers and bars.
·
Compare two bar graph exemplars (a “good
example” and a “bad example”), and have the class assist you in creating a list
of criteria for the construction of an excellent bar graph (informative title,
clear labels for axes, accurate bars, good use of space, etc). Two examples are
included in the companion Notebook or PowerPoint file (available on the AAC
website).
·
On a regular basis, create and discuss bar
graphs with your students, using data that is relevant to them.
·
Provide frequent opportunities for students
to answer questions, make statements, pose questions, and solve problems based
on data represented in bar graphs, created by students or the teacher, or found
through other sources.
·
Provide access to online resources such as
the Under the Sea tutorial from
Learn Alberta (http://www.learnalberta.ca/content/me3us/flash/) for
more experiences with bar graphs.
To help students demonstrate
addition and subtraction strategies to solve a problem (criterion #3)
·
Take advantage of ongoing opportunities to
describe everyday situations as addition or subtraction actions.
·
Encourage mental mathematics strategies
often, choosing numbers with care to help promote the development of personal
strategies.
o
30+40, then 30+45, then 7+5, then 37+45.
Always let the students share their strategies, and ask, “Who thought of it in
a different way?”
o
400 - 100, then 400 - 98, then 450 - 100,
then 450 - 98. “Who thought of it in a different way?”
·
Provide opportunities for students to
practice adding a collection of numbers by grouping the numbers in a variety of
ways. For example:
o
Display an image of a collection of coins.
Discuss strategies for determining the total amount of money displayed.
o
In small groups, have students roll a number
of dice (up to 12) and share strategies for calculating the total.
·
“Adding up” is a powerful subtraction
strategy. Encourage it by using story problems that push students to think,
“How much more?” For example, “We’re on page 69 of this book. It has 120 pages
altogether. How many more pages do we have to read?”
·
Provide concrete materials such as counters
or base 10 blocks to support students who are not ready to work symbolically.
·
Provide regular opportunities for students to share
strategies with others, ask and answer questions about those strategies, and
defend the reasonableness of their strategies and solutions.
Assessment
for Learning Support
Choose from these tools to provide scaffolding
for your students.
Coaching Feedback Tools (Bar Graph Criteria, Interpreting the Bar
Graph)
ü These tools provide an opportunity for
oral conversation and feedback from either a peer or the teacher. Students
will discuss criteria with their coach to help clarify thinking.
ü If written feedback is expected from
peers, vary the amount according to the needs and abilities of the students.
For example, ask that written feedback be given for 1 of the 3 criteria, or ask
for a star and a wish (one positive comment and one suggestion for improvement,
tied to the criteria).
ü If the teacher is using one of these
tools to provide feedback to students, a worthy goal is to provide one
suggestion for improvement for every student.
Note:
It is NOT intended that these tools
will be used to generate a mark or score for students. It
is
an expectation, however, that students will make recommended adjustments where
appropriate. If this task is being used as summative assessment, students should
be given time in class to make the recommended adjustments to their work before
submitting it for evaluation.
Student Self-Reflection Tool
ü This gives students an opportunity to
reflect on the criteria and how successful they’ve been on meeting them.
ü If this task is being used as summative
assessment, students should be encouraged to make changes to their work, based
on those reflections, before submitting the work for evaluation.
Student Materials:
The parents at our school have raised $200 for
each class to use for classroom library books. You have been asked by the
teachers of some of the younger classes to help them get started, by suggesting
a list of 10 books (or book sets) for their students.
Your group will be visiting one of those classes to
find out what kinds of books they like best, using a list we will decide on
as a class. Then you will use the information you collected to make a bar
graph. Finally, you will use information from a book order form to make a
list of 10 books (or book sets) this class might like to buy with their $200,
and find out how much money they would have left over.
For
this activity you will:
Create
a bar graph to display
the book information from the class you visited.
Use
the information from
the graph to make book choices.
Find
out how much money there is left for the class to use later for more books.
|
Student
________________________________________________________________
Level
Criteria
|
Excellent
|
Proficient
|
Adequate
|
Limited *
|
Insufficient/ Blank *
|
Construct and label a bar graph
(Statistics and
Probability 2)
[CN, V, C]
|
Makes
purposeful design decisions when
constructing a bar graph.
Title
and labels are precise.
|
Makes
effective design decisions when
constructing a bar graph.
Title
and labels are logical.
|
Makes
reasonable design decisions when
constructing a bar graph.
Title
and labels are partially accurate.
|
Makes
ineffective design decisions when
constructing a bar graph.
Title
and labels are inaccurate or
incomplete.
|
No
score is awarded because there is insufficient evidence of student
performance based on the requirements of the assessment task.
|
Interpret bar graph to solve a problem (Statistics
and Probability 2)
[CN, R]
|
Applies
a perceptive interpretation of the
data to make book choices.
|
Applies
a thoughtful interpretation of the
data to make book choices.
|
Applies
a simplistic interpretation of the
data to make book choices.
|
Applies
an inaccurate interpretation of
the data to make book choices.
|
|
Demonstrate addition and subtraction
processes using personal strategies (Number 9)
[PS, R]
|
Uses
efficient strategies to add
numbers.
|
Uses
practical strategies to add
numbers.
|
Uses
viable strategies to add numbers.
|
Uses
unworkable strategies to add
numbers.
|
|
Uses
efficient strategies to subtract
numbers.
|
Uses
practical strategies to subtract
numbers.
|
Uses
viable strategies to subtract
numbers.
|
Uses
unworkable strategies to subtract
numbers.
|
*
When work is judged to be limited or
insufficient, the teacher makes decisions about appropriate intervention to
help the student improve.
Name
________________________________ Date ____________
What books or book
sets would you choose for the class?
How did you use your
graph to help you choose those books?
Coach _______________________________________________________
Work
together with your coach to discuss these questions:
?
|
How does the title of your graph help other people
understand what your graph is about?
|
?
|
What else did you do to make your graph easy to
read and understand?
|
?
|
How do you know the bars on your graph match the
information we collected?
|
?
|
How did you use the information from the graph to
help you make good book choices?
|
Instructions for the Student: Consider the feedback you received from your coach.
I will use the feedback I received to improve my work
by…
|
Choose
at least one way to improve your work.
Level
I Can…
|
Excellent:
I did a great job
in every way!
|
Good:
I understand and
can do this.
|
Not yet:
I still need help
with this.
|
Here’s how I can make it better:
|
…create a bar graph to share
information about the books students like to read
|
||||
…use the information from my graph to
make book choices
|
||||
…use addition and subtraction
strategies
to solve the problem
|
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