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What Counts
Graphing the Average Rent of Athol, Orange, and Greenfield
Peg Reidester
Franklin Hampshire Employment and Training Consortium
Athol, MA
The following problem was presented to a GED class in Athol
by Peg Reidester of F/HETC who subsequently wrote an analysis of
the task context and outcome as well as an assessment of one student,
Esther, using the Student Assessment Rubric developed by a Frameworks
group in western, MA of which she was a part. Her text and rubric
results demonstrate a level of quality possible in the expanded
assessment process the Massachusetts Curriculum Frameworks favors.
In her assessment process, Reidester examines the task, the student’s
performance and her own presentation of the task in order to determine
hat route her instruction will follow in the days/ weeks ahead.
The use of the Student Rubric allows her to pinpoint Esther’s
strengths and weaknesses, so in subsequent lessons these can be
developed and reassessed to determine both Esther’s real progress
and the efficacy of lessons presented to her. The Rubrics instrument
eases the in-depth analysis process while forcing Reidester (and
any who use it) to establish the criteria on which she is basing
her assessments. Perhaps most importantly, the rubric is a concrete
report on which to base discussions with students about academic
progress and needs.
| The
Problem Task: Using the Greenfield Recorder
newspaper, find the average rent for a one bedroom and a two
bedroom apartment. Graph your results. Answer these questions
using the graph.
1. Is a two bedroom apartment in Greenfield more or less
than a two bedroom apartment in Athol? By how much?
2. Which town has the lowest average rent for a one bedroom
apartment? For a two bedroom apartment?
3. Where can one find the highest rent for a one bedroom apartment?
4. What is the difference between the cost of a one bedroom
and a two bedroom apartment in Orange? |
Reidester’s Analysis
Context: This exercise was done mainly to reinforce the skill
of averaging numbers which the class had been working on for the
previous two weeks. It was also used to see which students had any
experience with graphing and interpreting graphs ( sort of a pre
assessment). In addition, it was used to give the students the opportunity
to use real life numbers and situations in math class.
Outcome: It was soon obvious to me that Esther was not at
all familiar with making graphs. She needed a lot of assistance
and did not show a sense of the detail required when setting up
a graph. For example, the spacing is off: The bars are not separated
by a fixed number of units. Also, when labeling her axes, she wasn’t
specific enough. Someone trying to interpret the graph would have
some difficulty. I believe these problems come from her lack of
familiarity with graphing, but she could have a problem with arranging
things in space, as well. I would want to work with her more on
this to determine which it is.
Esther’s computation skills proved adequate for this assignment.
She was able to calculate the average rents and subtract whole numbers.
She didn’t pass in a data sheet with her graph, though, which
may indicate a lack of awareness of the connection between data
and graphs.
Conclusion: I think this exercise was a good assignment.
It provided me with information on the students’ abilities
to collect and organize data, compute averages, graphs and interpret
graphs. Next time, I wouldn’t use it until I had done some
practicing with graphing beforehand because I would like to see
students perform the entire exercise as much on their own or with
the help of each other
as possible.
Top of the Page
| Student
Assessment Rubric Name: Esther
Assessment Task::Graphing Average Rents
Date: 5/12/96
Skills Assessment:
3 - mastery 2 - demonstrated use 1 - unused or misused
Skills Assessed in Task ________________Competency
Level
1. Computation (subtracting whole numbers, dividing)------------2
2. Finding the average-------------------------------------------2
3. Comparing averages------------------------------------------2
4. Following directions for setting up graphs---------------------
2
5. Using a graph to answer questions----------------------------
2
6. Recording data-----------------------------------------------
3
7.
8.
Partial list of skill types to be assessed:
computation—two-digit multiplication, etc.; solving equations;
notation—student use and student comprehension;
communication—vocabulary comprehension or use;
expression of probabilities; coordinate placement; measurement
conversion;
formula use; pattern recognition or description; finding a
percent;
locating numbers on a number line; simplifying fractions... |
| Student
Assessment Rubric Name:
Assessment Task::
Date:
Skills Assessment:
3 - mastery 2 - demonstrated use 1 - unused or misused
Skills Assessed in Task XXXXXXXXXXX
Competency Level
1. Computation (subtracting whole numbers, dividing)
2. Finding the average
3. Comparing averages
4. Following directions for setting up graphs
5. Using a graph to answer questions
6. Recording data
7.
8.
Partial list of skill types to be assessed:
computation—two-digit multiplication, etc.; solving equations;
notation—student use and student comprehension;
communication—vocabulary comprehension or use;
expression of probabilities; coordinate placement; measurement
conversion;
formula use; pattern recognition or description; finding a
percent;
locating numbers on a number line; simplifying fractions...
|
| Habits
of Mind Exhibited 3 - highly visible 2
- evident 1 - not evident 0 - N/A
Affective Domains Assessed in Task Expression Level
1. Persistence (sticks with problem) 2
2. Curiosity (engages in problem) 2
3. Flexibility (attempts alternative solution methods) 0
4. Thoroughness (checks answers, responds to all questions,
2
compiles sufficient data)
5. Creativity (unique approaches responses or presentation)
0
6. Cooperation (shares ideas and materials, listens) 2
7. Communication (states ideas clearly, asks appropriate questions)
1
8. Reasoning (shows logical and/or intuitive reasoning; inductive
1
and/or deductive reasoning; proportional; generates hypotheses)
9. Problem solving (uses a variety of strategies and/or appropriate
1
Strategy; poses interesting, sensible problems)
Strengths/Difficulties exhibited:
[*] reading comprehension [*] choosing strategy [*] computational
accuracy [*] choosing operation [*] efficient w/time [*] procedural
knowledge[*] extending or applying knowledge
General Comments:
Esther easily recorded the data on rents and had no trouble
computing the average which had been previously been new to
her. Obviously, she has progressed here, though the exercise
did not make clear whether or not she understands the distinctions
between mean and median. She needed a lot of guidance for
the graph which indicates a lack of familiarity with graphing.
Her spatial sense of the graph was weak.
Recommendations:
Overall Assessment (Math)
1 - needs prior skills/concepts 2 - needs practice 3 - ready
to progress
|
| Habits
of Mind Exhibited 3 - highly visible 2
- evident 1 - not evident 0 - N/A
Affective Domains Assessed in Task Expression Level
1. Persistence (sticks with problem)
2. Curiosity (engages in problem)
3. Flexibility (attempts alternative solution methods)
4. Thoroughness (checks answers, responds to all questions,
compiles sufficient data)
5. Creativity (unique approaches responses or presentation)
6. Cooperation (shares ideas and materials, listens)
7. Communication (states ideas clearly, asks appropriate questions)
8. Reasoning (shows logical and/or intuitive reasoning; inductive
and/or deductive reasoning; proportional; generates hypotheses)
9. Problem solving (uses a variety of strategies and/or appropriate
Strategy; poses interesting, sensible problems)
Strengths/Difficulties exhibited:
[ ] reading comprehension [ ] choosing strategy [ ] computational
accuracy
[ ] choosing operation [ ] efficient w/time [ ] procedural
knowledge
[ ] extending or applying knowledge
General Comments:
Recommendations:
Overall Assessment (Math)
1 - needs prior skills/concepts 2 - needs practice 3 - ready
to progress |
Top of the Page
Originally published in Adventures in Assessment,
Volume 9 (December 1996),
SABES/World Education, Boston, MA, Copyright 1996.
Funding support for the publication of this document
on the Web provided in part by the Ohio State Literacy Resource
Center as part of the LINCS
Assessment Special Collection.
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