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In this summative assessment, students show what you have learned. The math comes from them, using the work that they do on what is typically called a study guide, but what I am calling a “practice assessment.” The students do this in few different ways, however, the goal is for them to EXPLAIN their learning through words, which provides a deeper level of understanding than just solving problems in an assessment that is often a recreation of the study guide, or of the problems they have solved all unit.
This assessment also allowed me the flexibility to give the same assessment to three different levels of students in my math classes, which are in grades 6-8. The classes at this time were studying three separate topics completely: volume, proportionality, and square roots. The last questions was on a skill we were all reviewing: order of operations.
I am providing the link here, allowing for edits. Please contact me if you have questions.https://docs.google.com/document/d/1LaUUrXl8GuycZO_LnN5ZU96zZGF2gz83MVYlruMXTzI/edit?usp=sharing
- HOW MANY TIMES AS BIG OR AS SMALL?
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