Running Head: CLEAR MATCHING METHODS TO TARGETS

Week Two Assignment

Clear Matching Methods to Targets

Nermin H. Fialkowski

National University

AAL- 652 Creating Clear Learning Targets

Professor Mark LaCelle-Peterson

January 15th, 2019

Clear Matching Methods to Targets 2

Unit
Textbook: College Preparatory Mathematics (CPM)- Pre-Calculus with Trigonometry
Chapter 5: Introduction to Limits- Section 2: Limits from several perspectives (geometry, graphs,
tables, algebra) and formal definition of continuity.

Learning Targets & Classification

*Learning Targets are “Lesson Objectives” as identified in CPM Textbook (https://cpm.org/pct/)

Section 5.2.1 5.2.3 5.2.4 5.2.5

Learning Students will: Students will: Students will: Students will:
Target
a. Develop an a. Understand a. Be introduced a. Find limits of
intuitive idea the necessary to a broader piecewise
of a limit conditions for definition of functions
a limit to exist horizontal
b. Interpret limit asymptotes b. Represent
statements b. Practice '() ($)
lim $
written with finding limits b. See and use $→&

proper the formal geometrically

notation c. Predict limits definition of
from tables c. Explore the
continuity
limits of 2
specific trig
functions

Classification a. Knowledge a. Reasoning a. (?) a. Skill

(w/K) (w/K & R)
b. Reasoning b. Knowledge
(w/K) b. Skill b. Product
(w/K & R) (w/K & R)

c. Reasoning c. Knowledge
(w/K)

Assessment a. Written a. Selected a. Written a. Written

Method Response Response (Fill- Response and Response and
in-the-blank) Selected Selected
b. Written Response Response
Response and b. Written (Multiple (Multiple
Selected Response Choice and Choice and
Response Matching) Matching)
(Multiple c. Written
Choice and Response and b. Written b. Written
Matching) Selected Response Response
Response
(Multiple
Clear Matching Methods to Targets 3

Choice and c. Selected

Matching) Response

Analyzation of Unit
Predominant Classification
The predominant classification of Learning Targets for this Unit is Knowledge. Reasoning is
also a main Learning Target classification for this unit since reasoning requires knowledge.

Intention of Unit
The student outcomes (as identified in CPM) for this Unit, Chapter 5 Section 2 are:
• Students will look at limits from several perspectives including geometry, graphs, tables,
and algebra.

• Students will study the formal definition of continuity

With the predominate Learning Target classifications as Knowledge and Reasoning, along with
the student outcomes, this Unit’s intentions are for students to have conceptual understanding,
procedural knowledge, knowing by reference; and for them to be able to make inferences,
analyzations and evaluations for limit values of various functions including graphically, and
algebraically (Chappuis, J., Striggins, R., Chappuis, S. & Arter, J., 2012).

Assessment of Learning Targets

The Learning Targets are currently assessed by a formative (Ch. 5 Quiz) and summative (Ch. 5
Test) assessment. Both assessments are free response. Both assessments have students explain
and support their reasoning for how they concluded the limit of a function, even when the limit
does not exist. Students demonstrate their knowledge of knowing how to graph rational
functions (background knowledge), while identifying various limit values (including one-sided
and at infinity). Therefore, students are identifying and evaluating limit values graphically and
algebraically, respectively. Additionally, students are applying the formal definition of
continuity, as well as the definition of a limit, to conclude the evaluation limits both graphically
and algebraically.
Clear Matching Methods to Targets 4

Assessment
Current Assessment of Chapter 5 (prior to classifying learning targets and identifying assessment
methods).
1.) Evaluate the following limits. If the limit does not exist, explain why.
$ . /0 0$ 1 24$ . /$25 6$ 1 /0
a. lim b. lim c. lim
$→- $ 1 23 $→2- $ . /6$/0 $→2- 27$ 1 /8

𝟏
2.) Given 𝒇(𝒙) = 𝒙2𝟑 + 𝟐 sketch the graph, then evaluate the accompanying limits.
a. Graph the function of 𝑓(𝑥) b. lim 𝑓(𝑥)
$→-

c. limB 𝑓(𝑥)
$→6

d. lim 𝑓(𝑥)
$→6

e. lim 𝑓(𝑥)
$→5

𝒙𝟑 + 𝟐𝒙 − 𝟏 𝒇𝒐𝒓 𝒙 ≤ 𝟏
3.) Given 𝒇(𝒙) = C 2𝟒𝒙/𝟕 evaluate the following limits.
𝒙/𝟏
𝒇𝒐𝒓 𝒙 > 𝟏
a. lim 𝑓(𝑥) b. lim 𝑓(𝑥) c. lim 𝑓(𝑥)
$→20 $→3 $→6

7.) Given the piecewise function f (x) shown below, evaluate the following expressions.
a. lim 𝑓(𝑥) b. lim 𝑓(𝑥)
$→2- $→-

c. limB 𝑓(𝑥) d. limK 𝑓(𝑥)

$→7 $→7

e. 𝑓(−3) f. lim 𝑓(𝑥)

$→26
Clear Matching Methods to Targets 5

Impact on Teaching & Learning

Taking the time to classify learning targets and identify assessment methods, has allowed me to
clearly plan out my curriculum and guide my instruction- clear learning targets guide instruction,
assignments, formative assessments, and summative assessments (Chappuis, 2015). After the
learning targets have been identified and placed in student friendly language, classifying them is
the next step, in having a clear direction in instruction. “Classifying learning targets is a
necessary step in planning an assessment. It helps identify the assessment options appropriate to
each target” (Chappuis, J., Striggins, R., Chappuis, S. & Arter, J., 2012, p. 44). Once the
learning targets have been classified, the appropriate assessment method can be selected; these
methods must align with the learning targets and its purposes. It is important for the assessment
to match the learning targets, so that assessment results can be accurate and dependable.
Assessments are needed in order to monitor and measure student learning, which is the purpose
of teaching, for students to learn. And the first step is to show students what learning looks like.
Providing clear and understandable learning targets is the first strategy of assessment for
learning, followed by: using models of strong and weak work, offering descriptive feedback,
having students self-assess, teaching lessons with one learning target at a time, having students
revise their work, and engage students in self-reflection (Chappuis, J., Striggins, R., Chappuis, S.
& Arter, J., 2012). I know that having clear learning targets will allow me to provide my
students with a quality instruction since my instruction is clearly planned out, with student
understanding at the forefront. Ultimately, my goal in assessment for learning is to help students
understand the intended learning targets, to promote productive self-assessment and goal setting.

Resources

Chappuis, Jan. (2015). Seven Strategies of Assessment for Learning (2nd ed.). Boston, MA:

Pearson Education, Inc.

Chappuis, J., Striggins, R., Chappuis, S. & Arter, J. (2012). Classroom Assessment for Student

Learning: Doing it Right- Doing it Well (2nd ed.). Boston, MA: Pearson Education, Inc.