In lieu of a midterm test for second semester freshmen math students, they are given a project-based assessment that covers all topics covered up to the halfway mark in the semester (Direct/Inverse Variation, Solving Systems ofLinear Equations, Transformations of Geometric Figures on a Cartesian Plane, and Analyzing Data using CorrelationCoefficients and Linear Regressions). The project allows students to demonstrate knowledge in a way that is different than the traditional method a pencil to paper test. In the project students create a hypothetical band and use their mathematical knowledge to create an album cover and predict costs and revenue from their album based on parameters that they choose for how to produce and market their album. The students work in teams on their album project, and must meet checkpoints throughout the project to ensure that they are on track to meet their final deadline. They receive feedback about their work at various checkpoints along the way
How does this address the standard?
Element D: I require to students submit most portions of their project online, integrating technology to purposefully provide feedback.
Element E: The project is comprehensive and relevant. It is given with high expectations for students learning of mathematics in my classroom and their ability to think critically and problem solve.
Element F: Students collaborate in teams on the project-based assessment. They must work together to come up with their designs and ideas. They must also decide how to distribute work among the group, which helps students develop leadership skills.
Element G: Feedback is provided at several points throughout the project as students submit their work throughout the process. The feedback that communicates clear objectives of the project and expectations for mathematical language