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Megan Anders, Megan Henderson, Emily LeClair, Jessica Apthorpe

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List of Appropriate and Inappropriate Applications of Assessment

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List of Appropriate and Inappropriate Applications of Assessment

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Question generating is a useful assessment in almost all subjects. When discussing mathematical, scientific, historical, and English based concepts having students come up with insightful discussion questions is a beneficial way of assessing their knowledge. This method, however, would not work when teaching or listing specific facts that do not lend themselves to discussion. The question generating method can be used as a pre-assessment to understand the level of knowledge students already have on a topic. The level and depth of the questions students come up with will show how much they understand. Question generating can also be used as a post assessment to see whether or not the lesson was successful based on the depth and level of questions they are able to come up with after the lesson.

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Ask 3 questions about fractions or comparing fractions.
1)How does changing the denominator of a fraction change the value of the fraction?

2)How does a fraction with a large denominator compare to a fraction with a smaller denominator and the same numerator?

3)Why aren’t two fractions with the same numerator always equal?

Answer your 3 questions below.
1) Making the denominator of a fraction bigger makes the fraction smaller. Making the denominator of a fraction smaller makes the fraction bigger.

2) A fraction with a bigger denominator has a smaller value than a fraction with a smaller denominator and the same numerator.

3) Changes in the numerator and the denominator change the value of a fraction. If the numerator is the same but the denominator isn't, the fractions have different values.

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The ability of the students to generate questions on a topic can give the teacher information on the extent of how well the student understands the topic. Students are put in the position of developing "thinking questions" that they then also have to respond to. The questions are graded on how many questions the student generates, the ability to come up with thinking questions rather than recall questions, and the sophistication of ideas in the questions the student asks. The questions the student generates can then be used at the end of the unit or lesson for self-assessment, reflection, or summative assessment. Question stems or charts can be used to help the students come up with their own questions, the students can also generate the questions individually, in small groups, or as a whole class.

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Marcus, M. (2014, May 05). Same Numerator, Different Denominators.  Retrieved March 12, 2019, from https://betterlesson.com/lesson/588726/same-numerator-different-denominators?from=cc_lesson

Nelson, Ken. (2019). Kids Math: Introduction to Fractions. Ducksters. Retrieved from https://www.ducksters.com/kidsmath/fractions_introduction.php

Next Generation Learning Standards: NY-3.NF 3D

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Students will demonstrate an understanding of how fractions with different numerators and denominators compare to one another in value after completing an in class activity by creating in depth discussion questions relating to the topic.

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A fraction represents part of a whole

When writing a fraction there are two main parts: the numerator and the denominator

Numerator equals the number of parts we have

Denominator equals the total number of parts in a whole

Some fractions have different numbers in them, but have the same value, they are called equivalent fractions.

Two fractions can be compared using the greater than (>), less than (<), and equal to (=) symbols.

NY-3.NF 3D

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Every student will be given a recording sheet. The first problem will have two rectangles. Both rectangles will be split into 5 parts. The student will be asked to shade in 4 parts of the first rectangle, showing 4/5. The students will be asked to shade in 5 parts of the second rectangle, showing 5/5. The first problem demonstrates two fractions with the same denominator, but different numerators. For the second problem, there will be two squares. The first square will be split into 2 parts and the second square will be split into 3 parts. The student will be asked to shade 1 part of the first square, showing 1/2. Next, the student will be asked to shade in 1 part of the second square, showing 1/3. The second problem demonstrates two fractions with the same numerator, but different denominators. For the third problem there will be 2 circles. The first circle will be split into 4 parts. The student will be asked to shade in 2 parts of the circle, showing 2/4. The second circle will be split into 6 parts. The student will be asked to shade in 3 parts of the circle, showing 3/6. The third problem demonstrates two fractions that are equal, but have different denominators and different numerators.