## Assessments and equity

**Assessments**

Summative Assessment: Website

Summative Assessment: Website

The students will be creating an informative website in order to inform the surrounding community about viral illnesses and how they can spread. They will use their knowledge of the structures of viral cells and how they infect host cells along with their knowledge of exponential growth and decay functions in order to inform the public. The students will also provide reasonable precautions that should be taken if a person in the community were to contract an illness.

**Rubric**

**Formative Assessment: Two-Tiered Assessments**

**Two-Tiered Assessment 1: Exponential Functions**

(Link for handout below)

**Overview of the Assessment**

The assignment will be given after the investigation and benchmark lesson on exponential functions. Given an already solved problem, the student will have to try and figure out what is wrong with the problem and why. The second half of the assessment, the students will given three banks and their conditions. The students will then have to decided which bank they want to invest their money in and explain why.

**Target Objectives**

This assessment targets the following objectives

- Write an exponential formula given a word problem
- Determine how different values of a and b affect the given situation

**Alignment with Texas Essential Knowledge and Skills (TEKS)**

This assessment is aligned with the following TEKS

- 9.A determine the domain and range of exponential functions of the form f(x) = ab^x and represent the domain and range using inequalities;

- 9.B interpret the meaning of the values of a and b in exponential functions of the form f(x) = ab^x in real-world problems;
- 9.C write exponential functions in the form f(x) = ab^x (where b is a rational number) to describe problems arising from mathematical and real-world situations, including growth and decay;

**Two-Tiered**

**Assessment 2: Lytic and Lysogenic Cycles**

(Link for handout below)

**Overview of the Assessment**

The assignment will be given at the end of the day after a lesson on the cell cycles. The students will label both the lytic and lysogenic cycle. They will then describe how the lytic and lysogenic cycles differ.

**Target Objectives**

This assessment targets the following objectives:

- Draw and label the lysogenic and lytic cycle
- Explain how viruses go through the cycles

**Alignment with Texas Essential Knowledge and Skills (TEKS)**

This assessment is aligned with following TEKS:

- 4.C compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza.

**Two-Tiered Assessment 3: Logarithmic and Exponential Functions**

(Link for handout below)

**Overview of the Assessment**

The students will decide on which graph is the inverse of a given function. They will explain their choice using mathematical reasoning. They will also be given a situation in which an inverse was already solved. They will have to decide if the calculations were right and explain their reasoning.

**Target Objectives**

This assessment targets the following objectives:

- Create the graph of an exponential function based on the values for a and b
- Determine what an inverse of an exponential function is

**Alignment with Texas Essential Knowledge and Skills (TEKS)**

This assessment is aligned with following TEKS:

- 9.A determine the domain and range of exponential functions of the form f(x) = abx and represent the domain and range using inequalities

**Two-Tiered Assessment Handouts:**

exponentialsassessment.docx | |

File Size: | 23 kb |

File Type: | docx |

lytic_and_lysogenic_fa.docx | |

File Size: | 52 kb |

File Type: | docx |

logarithmsassessment.docx | |

File Size: | 66 kb |

File Type: | docx |

Opportunities for Students to Critique Websites:

The day before the final websites are due, the students will participate in a gallery walk. One person from each group will present to a group of class member. Their peers will right down one thing to change, one thing to add, and one thing they think awesome about the website. Then the students will switch and the next group member will present the website. This allows the students to get constructive feedback from their peers about their websites before it is due.

Equitable Instruction for Students

For students with learning disabilities we will focus lectures around major themes and their relationships. Focusing on the major themes will allow the students to see the big picture instead of focusing on the minor details. We will provide the students with handouts that have vocabulary with definitions, along with a classroom word wall. By providing a vocabulary list, all the students will be able to know what all vocabulary words mean and all will have the same understanding. We will not only assess the students conceptually, but they will also use visuals such as, illustrations, charts and graphs to assess student thinking. (Steele, M. 2008).

For students who are english language learners, the teachers should draw on students’ background knowledge from their native cultures at the beginning of each lesson by activating prior knowledge. This can help provide the teachers as to what is relevant to the students.The teacher should make sure that the lesson is clearly spelled out on the board and through discussion at the beginning of the class. This will allow the students to see the activities for the day, and if they get lost they can refer to the agenda and know where the class is at.We will begin lessons with a visual aid that will assist ELLs with understanding the concept that is being taught. (Edmonds, L. 2009).

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