Assessment

Assessment is an important component of any learning activity. Below, you can review the aims for this course, which are also the learning outcomes. As you can see, these are addressed by the activities of the course. Rubrics will be used for many of the activities and you should review these before beginning the activity.

In addition to the rubrics for many of the activities, there is a general rubric for the course that us built on the outcomes (aims) for the course.  The rubric is given below the aims.

As noted earlier, you will be using the Practice area of the Khan Academy materials to develop/refine your algebraic skills. Your coach will be able to review your reports to see what skills you have mastered. In adddition, you will need to place responses to worksheet questions in yor ePortfolio. These will be assessed with a rubric.

Although the journal, group project and community engagement are assessed at the end of the term, they are activities that you should be engaged in throughout the term.

Aims
 By the end of this journey, learners should be able to demonstrate their ability to do the following: To use algebraic tools such as equation solving and graphing To identify assumptions made in developing a mathematical solution and, from that, some possible limitations of a proposed solution To articulate a problem in mathematical terms and identify a model for solution that includes the use of equations and graphs To be able to articulate the why and how for methods used and to use terminology correctly, such as the following: variable, function, equation, linear, quadratic, line graph To use error-checking strategies in order to validate the appropriateness of a solution To have improved skills of self-assessment that will help identify next areas for improvement

Course Rubric

Each of the lines in the outcomes given above are tied to a row in the rubric given below.

Mathematical Journey Rubric
Attribute/Level
Not Acceptable
Minimally Acceptable
Acceptable
Exceeds
Toolbox

Does not have the

algebraic tools at hand to solve stated problems

Can access tools with some prodding and

then is able to

apply with success toward the

problem at hand

Has tools at hand and can

access them

as needed to solve the

problem at hand.

Not only has a solid available

toolbox of methods but also

has the skills available to add

to that toolbox as needed.

Assumptions

Does not identifying any

the problem at hand

Identifies some assumptions,

but has an incomplete list

Identifies critical assumptions

for the problem at hand

and thinks ahead to the

implications of those assumptions

for the solution of the problem

Model

Model is either

non-existent or so

unorganized that it

is nearly impossible to follow; conclusions

are unsupported and often incorrect

Model is presented with some explanation

and followed through;

conclusion may have a few minor flaws, but

is generally acceptable

Model is laid out clearly

and followed through;

good organization makes

model clear; model leads

to defendable conclusion

Excellent documentation

accompanies the model and it

is followed through to a clearly

laid-out conclusion, which is

supported throughout with good mathematics

Articulation

Little (if any) explanation is given regarding the

mathematics used

and/or incorrect interpretation is

proposed. Terms are not defined.

General steps are identified for a

proposed solution, although some

details are missing

or unclear. Interpretation of the mathematics

is generally correct. Most terms are defined.

The problem-solving

process is clearly

articulated and the

interpretation of the

math used is correct.

All terms are identified correctly.

The whole process is explained

fully in each step. All results are

fully interpreted and there is a

depth to the interpretation.

All terminology is defined in

one’s own words and

demonstrates a solid

comprehension of all terms

and approaches.

Validation
The solution is not validated.

Some attempt is made to check

the solution for validity.

The solution is validated.

Several approaches are used to

validate the given solution.

Self-Assessment
No self-assessment occurs.

Some strengths and areas for improvement

are identified.

Good insight is added to

careful identification of strengths demonstrated

as well as areas to improve.

Along with clear articulation

of strengths and areas to

improve, the learner demonstrates impressive insight into the whole process.

Overview

Description Total marks Weight Due date Aims (Objectives) Addressed

Assignment 1

story with spreadsheet (see rubric 1)

100 10% End of week 4 1,3,4
(See above)

Skill Development

documented in Khan Academy reports

and through worksheet assignments

100 40% End of week 8 1, 4,5, 6
(See above)

Group or Individual Project (see course rubric) 100 30% End of week15 1, 2, 3,4, 5
(See above)

Reflective Journal (see rubric 3) 100 20% End of week 15 4,6
(See above)

Assessment will be based on the following (as also reflected in individual and course rubrics):

• The journal should have at least one entry per week, in which the learner identifies what strengths they have demonstrated, what areas still need improvement and any insights they have gained from their study.
• The learner will document what OERs s/he has used, a summary of topics covered and results of any assessments completed within the OER (for example, if Khan Academy is used, the learner should have registered and can therefore share results of assessments).
• The learner will work with an AVI (either individually or within a group) on a quantitative project. In this project, the learner will identify a problem and using a problem-solving methodology to develop a model to solve that problem, work toward a solution. Work on this project will be documented.
• The learner will have at least one Skype call with the AVI to discuss his/her work.