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Assessment Tool Design

Grade Eight Mathematics

Robert B. Evans

TTT90

Indiana Wesleyan University

EDU 573

Dr. Brenda S. Lycan

March 20, 2010

Statement of Academic Honesty.  I have read and understand the sections in the Student Bulletin
and/or course syllabus relating to IWU’s Honesty/Cheating Policy. By affixing this statement to the title
page of my paper, I am certifying that I have not cheated or plagiarized in the process of completing this
assignment.  If it is found that cheating and/or plagiarism did take place in the writing of this paper, I
understand the possible consequences of the act which could include expulsion from Indiana Wesleyan
University.
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Indiana Academic Standards

Standard: Grade 8 Standard 3: Students solve simple linear equalities and inequalities. They
interpret and evaluate expressions involving integer powers. They graph and interpret
functions. They understand the concepts of slope and rate.

Goal: 8.3.5: Identify and graph linear functions and identify lines with positive and negative slope.

Goal: 8.3.6 Find the slope of a linear function given the equation and write the equation of a
line given the slope and any point on the line.

Objectives:

To determine the slope of a line when given its equation.

To determine the y-intercept of a line when given its equation.

To determine a line’s equation when given its y-intercept and slope.

To determine a line’s equation and slope when given two points on the line.

To determine a line’s equation when given the graph of a linear function.

To graph linear functions.

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Alignment of Learning Goals from Standard with Appropriate Assessment Tools

Chart

Standard 8.3: Students solve simple linear equalities and inequalities. They interpret and evaluate
expressions involving linear powers. They graph and interpret functions. They understand the
concepts of slope and rate.

Goal 8.3.6: Find the slope of a linear function given the equation and write the equation of a line given
the slope and any point on the line.

Areas of Student Learning Goals from Standard Possible Appropriate

Competency Required by Assessment Tools
Indiana Academic Standards

Knowledge 1. Understanding that slope Informal, build model

describes the steepness of a
line.

Knowledge 2. Understanding that one point Problem-solving, charts

and a slope define a line.

Skills 1. Find the slope of a line from Problem-solving, checklist

its graph.

Skills 2. Find the slope of a line from Games, puzzles

its equation.
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Skills 3. Construct an equation for a Competition, think-pair-share

line given the slope and any
point on the line.

Processes 1. Calculate the slope by Homework assignment,

dividing the line’s vertical teacher made quiz
change by its horizontal change.

Processes 2. Reconstruct the equation of Puzzle piece, four corners

the line into a format of
y=mx+b where m is the slope.

Processes 3. Construct the equation for a Around the room, expert

line from y-y1 = m(x-x1) format reporting
where m is the slope and
(x1,y1) is a point on the line.

Dispositions 1. Self-esteem added through Learning log, lab experiments

understanding the relationship
between two rates of change.

Dispositions 2. Self-esteem added through Field trip to amusement park,

understanding real-life film on road construction
applications of slope (roller through mountains
coasters, road construction,
etc.)
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Monitoring of Student Learning Chart

Area of Teacher Made Group Checklist Around Homework Field Problem

Student Quiz competition the room Trip Solving
Competency

Knowledge X X X X X X

Skills X X X X

Processes X X X

Dispositions X X

Assessment Plan Analysis Chart

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Assessment Knowledg Understandin Application Analysis Synthesis Evaluation

tool e g
Items Items items items
Items Items

Diagnostic Analytic Analytic Rubric, Analytic KWL

tool Rubric, Holistic Rubric Rubric,
Holistic Holistic
Rubric, KWL Rubric

Monitoring Analytic Analytic Rubric, Analytic Checklist, 4 graphs, 1 Checklist, 1

tools Rubric, Holistic Rubric, Rubric, 4 story story
Holistic Checklist, 3 Holistic matching problem problem
Rubric, 1 multiple choice, Rubric, 1
multiple checklist for true-false
choice, 1 problem-solving
true false, 4 graphic
short organizer
answer

Summative Analytic Analytic Rubric, Analytic 3 story 1 graph Learning

tool Rubric, Holistic Rubric, Rubric, problems Log, 2 story
Holistic 4 multiple Holistic problems
Rubric, choice, 1 story Rubric, 3
Chart and problem graph, 2
Cloud story
graphic problems
organizers

Assessment Accommodations/Class Profile Chart

Type of Learner Make audio Extend time Alternative Assistive Preferential
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Characteristic recording of to take test ways to Listening Seating

column test complete Devices/Large
directions assignments Print Text

Visually X X X X
impaired
student

Reading below X X X
grade level

Hearing X X
impaired
student

Assessments
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KWL Chart

What you already know What you want to know What you have learned

How to solve linear equations How to find the slope of The slope formula, the slope-

with two variables, how to a line, how to find y-intercepts intercept equation form for

graph linear equations using of lines, how to graph linear a line, what it means, and how

ordered pairs. equations using slope and to use it.

y-intercept.

GRAPHIC ORGANIZERS
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1) Checklist for problem solving

I would use this to check for understanding after a new point in the unit.

UNDERSTAND:

What do you know? Two points (x1,y1) and (x2,y2), e.g. (1,5) and (3,4)
________________________________________________

What do you need to find? The slope of the line that goes through the given points.
________________________________________

PLAN

How can you find the answer? M = (y2-y1) / (x2-x1) ______________________________________

SOLVE

Find the answer. (4-5)/(3-1) = -1/2 _________________________________________

REFLECT

Is your answer correct? Yes _____________________________________

2) Chart
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I would use this as a way to summarize all the related problems in the unit and how to solve the
problem based on what was given in the problem. Student would be expected to fill in the correct
answer in the rightmost column.

GIVEN SLOPE

Two points (x1,y1) and (x2,y2) M = (y2-y1)/(x2-x1)

Equation in form y=mx+b M=m

Equation in form ax+by=c M=-a/b

Graph of line going from lower left to upper M=positive

right

Graph of line going from upper left to lower M=negative

right

3)Cloud
I would use this as an alternate way to show the same things as shown in the chart above, except that
this method would appeal to a more visual style learner. This is also called a mind map in the text.

Observation Checklist: Process Criteria

+=YES!, y=yes, 0=NO! Joe Bo Sam Gi Jill Bill Phil

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b l

Pays attention, shows interest

Shows work on homework

Participates in class discussions

Asks good questions

Takes good notes

Is prepared for class

Is disruptive to learning environment

Admits to not understanding

material

Learning Log Template

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Standard: Grade 8: 8.3. Students solve simple linear equalities and inequalities. They interpret and
evaluate expressions involving integer powers. They graph and interpret functions. They understand
the concepts of slope and rate.

Goal: 8.3.6. Find the slope of a linear function given the equation and write the equation of a line given
the slope and any point on the line.

Objective: To determine the slope of a line when given its equation.

1) Please list anything from previous lessons that you think might be hindering your ability to
understand what we discussed today.

2) Please tell which homework problem you thought was the easiest.

3) Please tell which homework problem you thought was the hardest.

4) Please rate honestly how well you feel you understand the material in this chapter on a scale of 1 to
10 with 1 being “I’m lost” and 10 being “ready to ace the test”.

RUBRICS
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Standard: Grade 8: 8.3 Students solve simple linear equalities and inequalities. They interpret and
evaluate expressions involving integer powers. They graph and interpret functions. They understand
the concepts of slope and rate.

Goal: 8.3.6: Find the slope of a linear function given the equation and write the equation of a line given
the slope and any point on the line.

Objective: To determine a line’s equation when given its y-intercept and slope.

Holistic Rubric

4 Determines proper placement of slope and y-intercept into equation for the line with the given data
completely and correctly.

3 Determines proper placement of either slope or y-intercept into equation for the line with the given
data and demonstrates understanding of concept but has simple error.

2 Determines proper placement of either slope or y-intercept into equation for the line with the given
data but cannot demonstrate understanding of concept.

1 Composes an equation for the line which is a function but does not reflect the given slope or y-
intercept correctly.

Goal: 8.3.5: Identify and graph linear functions and identify lines with positive and negative slope.

Objective: To graph linear functions.

Analytic Rubric
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4 –excellent 3 – Very good 2 – On the brink 1 – Emerging

Given Point- Complete and correct Graph has correct Graph goes Graph has no
slope graph slope only. through given relationship to
equation form point but with given data but is
incorrect slope. linear with slope of
proper sign.

Given Slope- Complete and correct Graph has correct Graph goes Graph has no
intercept graph slope only. through given y- relationship to
equation form intercept but given data but is
with incorrect linear with slope of
slope. proper sign.

Given General Complete and correct Graph has correct Data table Graph has no
equation form graph. slope only. constructed relationship to
properly but not given data but is
graphed linear with slope of
correctly. proper sign.

Given only 2 Complete and correct Graph goes through Graph has correct Graph has no
points graph. one of given points slope but misses relationship to
only. given points. given data but is
linear with slope of
proper sign.

Given data Correctly determines Correctly Correctly Correctly

table, if relation is linear by determines if determines if determines if
determine if comparing slopes relation is linear by relation is linear relation is linear
relation is between pairs of comparing slopes by graphing only. but shows no work.
linear points and by between pairs of
graphing. points only.

Formative Assessment – Twenty Questions

Algebra and Functions Assessment

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Standard: Grade 8 Standard 3: Students solve simple linear equalities and inequalities. They interpret
and evaluate expressions involving integer powers. They graph and interpret functions. They
understand the concepts of slope and rate.

Goal: 8.3.6 Find the slope of a linear function given the equation and write the equation of a line given
the slope and any point on the line.

Objectives:

To determine the slope of a line when given its equation.

To determine the y-intercept of a line when given its equation.

To determine a line’s equation when given its y-intercept and slope.

To determine a line’s equation when given the graph of a linear function.

Questions 1-2

True or false

1) (knowledge) The slope of the line defined by the expression y = 3x + 5 is 5.

2) (application) The slope of the line defined by the equation 2x + y = 3 is 2.

Questions 3-6

Matching. Match the equation with the appropriate description

3) (analysis) y = 4x + 1 A)Only line shown that goes through the origin

4) (analysis) y = -2x +3 B)Line with the steepest slope

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5) (analysis) y = 2x C)Line with a negative slope

6) (analysis) y = 3x – 4 D)Line that crosses the y-axis below the origin

Questions 7-10

Graphing. Give the equation corresponding to the following graphs

7) (synthesis)
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8) (synthesis)
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9) (synthesis)
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10) (synthesis)

Questions 11-14

Short Answer Completion. Give the slope for the given linear equation.

11) (knowledge) y = x 12) (knowledge) y = 2x – 1

13) (knowledge) y = -3 + 3x 14) (knowledge) y = -9x + 5

Questions 15-18

Multiple Choice.
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15) (comprehension) The equation for the line that has a slope of 2 and passes through the point (0,-3)
is:

A) y = -3x -3

B) y -3 = x

C) y = 2x – 3

D) -3y = x - 2

16) (comprehension) This line has a slope of 3 and a y-intercept of 2:

A) y = 2x – 3

B) y = 3x +2

C) y = 3 + 2x

D) 2y = 3x

17) (comprehension) The slope of the line given by the equation 2x – y = 4 is:

A) 4

B) 2

C) -1

D) -2

18) (knowledge) The slope of a line given by the equation y = -2 + x is:

A) negative

B) undefined

C) zero

D) positive

Question 19-20
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Word problems.

19) (synthesis) The distance y in miles that my car travels on the road to my house in x hours is given by
the equation y = 20x. Find solutions for this equation when x is 2 and when x is 3 and describe what the
solutions mean.

20)(evaluation) If the county paved the road in question 19 and I could safely drive twice as fast as
described in question 19, rewrite the y = 20x equation to describe this new relationship between hours
and miles traveled?

Summative Paper-and-Pencil Assessment

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Algebra and Functions Assessment

Standard: Grade 8 Standard 3: Students solve simple linear equalities and inequalities. They interpret
and evaluate expressions involving integer powers. They graph and interpret functions. They
understand the concepts of slope and rate.

Goal: 8.3.6 Find the slope of a linear function given the equation and write the equation of a line given
the slope and any point on the line.

Graphing.

1) Graph a line whose slope is -2.

2) Give the equation corresponding to the following graph

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3) Graph the line given by the following equation.

y = 2x – 1
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4) Graph the line given by the following equation:

2x – y = 2
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Questions 5-8. Multiple Choice.

5) This line has a slope of 2 and a y-intercept of -3:

A) y = 2x – 3

B) y = 3x +2

C) y = 3 + 2x

D) 2y = 3x

6) The slope of a line given by the equation y = -12 + 5x is:

A) negative

B) undefined

C) zero

D) positive

7) The equation for the line that has a slope of 1 and passes through the point (0,3) is:

A) y = -3x + 3

B) y -3 = x

C) y = 2x + 3

D) -3y = x - 2

8) The slope of the line given by the equation 4x – y = 2 is:

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A) 4

B) 2

C) -1

D) -2

9) Calculate the slope of a line that increases two inches vertically for every five inch horizontal increase.

10) Find the slope of the line that passes through the following two points:

(1,8) and (3,5)

11) There are two hills for skiing at Evans Ski Resort. Hill One has a 30 foot vertical drop for every 12
foot horizontal change. Hill Two has a 72 foot vertical drop for every 30 foot horizontal change. What
are the slopes for Hill One and Hill Two?

12) Which of the hills in question 11 is the steepest?

Question 13-16
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Word problems.

13) Sara, Heather, Tiffany, and Bob are trying to find the slope of a line that passes through the two
points (3,-4) and (-6,8).

Sara’s paper says m = (8-4) / (-6-3)

Heather’s paper says m = (-4-8) / (-6-3)

Tiffany’s paper says m = (8+4) / (-6-3)

Bob’s paper says m = (6+3) / (-4-8)

Which person, if any, is right?

14) A line passes through points A(x,y) and B(z,a) where y<>a. What is this line’s slope? Express your
answer in terms of a, x, y, and z.

15) The distance y in feet that my car travels on my driveway in x seconds is given by the equation y =
25x. Find two solutions for this equation and describe what they mean.
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16) If I paved my driveway and I could safely drive twice as fast as described in question 15, what would
the resulting equation be that would describe this new relationship between feet and seconds traveled?

Graph pictures were captured onto picture files from website www.edhelper.com/LinearEquations.htm
for insertion into this assessment.