Performance Project
docx
keyboard_arrow_up
School
Belhaven University *
*We aren’t endorsed by this school
Course
7030
Subject
Industrial Engineering
Date
Feb 20, 2024
Type
docx
Pages
6
Uploaded by MagistrateDiscoveryCrane28
1
Performance Project
Carmilla Wheeler
University of Memphis
Professor DeAnna Owens Mosby
October 8, 2023
2
Subject Matter and Grade Level: Mathematics, Grade 6
I have designed an evidence-based assessment in mathematics for 6th-grade students to evaluate their understanding and mastery of positive and negative numbers used together to describe quantities having opposite directions or values. To assess students' comprehension and application of this standard, I have created questions that align with Bloom's Taxonomy levels (Adams, 2015):
1.
Knowledge (Remembering):
●
Define a positive and a negative number. (Bloom's: Knowledge)
2.
Comprehension (Understanding):
●
Explain why zero is significant when working with positive and negative numbers. (Bloom's: Comprehension)
3.
Application:
●
Given a scenario, represent it using positive and negative numbers (e.g., describe a change in temperature using positive and negative numbers). (Bloom's: Application)
4.
Analysis:
●
Analyze a situation where someone made an error in using positive and negative numbers and identify the mistake. (Bloom's: Analysis)
Assessment Justification:
This assessment design is grounded in research that shows the importance of students' conceptual
understanding of positive and negative numbers, as well as their ability to apply this knowledge
3
in real-world contexts. The alignment with Bloom's Taxonomy ensures that the assessment targets various cognitive skills, from basic knowledge to higher-order thinking.
Support for Struggling Students:
To support students who may struggle, I will provide additional scaffolding through guided practice and offer resources such as video tutorials or peer tutoring. Common errors and misconceptions will be addressed through targeted feedback and class discussions.
Challenge for Advanced Learners:
For advanced learners, I will include an extension question that requires them to solve more complex problems involving positive and negative numbers in real-world scenarios.
Feedback and Improvement:
Feedback will be provided based on a rubric aligned with the assessment criteria. The rubric will assess students' understanding, application, and ability to analyze and correct errors. Feedback will be constructive and specific, guiding students toward improvement and a deeper understanding of the skill.
Evaluation Tool:
Criteria
Exemplary (4)
Proficient (3)
Basic (2)
Limited (1)
Knowledge (Remembering)
Student provides accurate definitions of positive and negative numbers and
identifies examples of real-world situations.
Student provides accurate definitions and identifies examples with minor inaccuracies or Student provides definitions and examples but with
significant inaccuracies or omissions.
Student provides
inaccurate or incomplete definitions and examples.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
4
omissions.
Comprehension (Understanding)
Student provides a clear and insightful explanation of why zero is significant when working with positive and negative numbers.
Student provides a reasonable explanation of the significance of zero.
Student provides an explanation but
with inaccuracies or lacks depth.
Student's explanation of the significance of zero is unclear or incorrect.
Application
Student correctly represents real-world scenarios using positive and negative numbers, demonstrating a deep understanding of the concept.
Student accurately represents scenarios but with minor errors
or omissions.
Student represents
scenarios with significant errors or omissions.
Student struggles to represent scenarios accurately.
5
Analysis
Student effectively identifies and explains mistakes in a
given scenario involving positive and negative numbers.
Student identifies
mistakes but may
not provide a complete explanation.
Student attempts to identify mistakes but with significant inaccuracies or lacks clarity in explanations.
Student struggles to identify mistakes or provide coherent
explanations.
Overall Score:
●
4: Exemplary (Mastery)
●
3: Proficient (Adequate)
●
2: Basic (Limited)
●
1: Limited (Insufficient)
6
Reference
Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association : JMLA
, 103
(3), 152-153. https://doi.org/10.3163/1536-
5050.103.3.010
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help