So, when I made up my grading scale in August, I left 5 points for "awesomeness", which I didn't define very well. Here's my description from my assessment document: Awesomeness:
Part 1: Graph My Room!Senior "Foundations" class ended up on 3D graphing at the end of the year, and ss had a really hard time visualizing and conceptualizing 3D spaces. We did tons of activities, made 3D coordinate planes, even installed semipermanent x/y/z axes in my classroom. When we were getting ready for our last summative assessment, one of the students, being a senior, asked, "can we just, like, do a project or something instead of a test for this?" So I, after a little bit of mwahaha, said, "OF COURSE WE CAN!!!" Then I came up with this: Final Awesomeness Project Graph My Room! Using isometric graphing paper, make an accurate scale drawing of my classroom. Use your drawing to find the following. A. The distances PQ and RT (These points will be posted around the classroom). B. The equations of all of the planes that make up the walls, floor, ceiling. Prepare all of this in a poster. Scoring: There are 5 awesome points available. 12. Distances are within 50 cm of the actual distance 3. Plane equations are accurate 4. Working for the above is clear 5. The poster is awesome! About 45 class periods to get this done, with varying levels of success. A few notes on the process:
Reflection:
I've spent this year really focusing on summative assessment. For the last few months, I've been thinking a great deal about formative assessment, and changing the way I introduce students to concepts, figure out what they know and what they need some help with, and move towards a goal. In hindsight, this project feels to me like it could have been THE UNIT rather than something we did at the end. I have dreams of one day having a good, meaty problem to START. Create the headache, etc. I'm really starting to think this is going to be my focus for next year, and I'm pretty excited about it.
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Jon LindLet's see if I can keep up with a blog! Archives
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