It still seems to me that an open question of the type I mentioned before is very different from the questions in the packet as it will allow many different answers. Again, I'm not saying it is a bad question, per se, but I wonder about its purpose. As a stimulus for classroom instruction, I think it is well crafted. If it is meant to be used to assign a grade, then I think that the wide range of possible answers will make it very difficult to grade and assign a meaningful score.
Am I missing some point on this?
On Thu, May 30, 2013 at 9:02 AM, MARYBETH ROBINETTE <MROBINETTE@hufsd.edu>wrote:
> At the network team meeting, there was a document shared that had old > Algebra vs new Algebra assessment questions. The packet is available on > enageny.org. I have attached it for your information.**** > > ** ** > > Marybeth**** > > ** ** > > *From:* email@example.com [mailto: > firstname.lastname@example.org] *On Behalf Of *Robert Rogers > *Sent:* Wednesday, May 29, 2013 9:33 PM > *To:* email@example.com > *Cc:* firstname.lastname@example.org; email@example.com; > firstname.lastname@example.org > *Subject:* Re: module overviews**** > > ** ** > > Thanks for sending this Liz.**** > > ** ** > > I was looking at question 2 of the mid-module assessment of the Algebra I. > It reminded me of a thesis that a Master's student of ours did a number of > years ago (probably 10 or so, if I'm thinking correctly). At the time, > there was much talk about putting in more open ended questions in the eight > grade assessment (back when it was only fourth and eighth grade). He > wanted to know what made an open ended question a good one vs. a bad one > and he introduced a lot of open ended questions to his seventh grade class. > Basically, his main finding was that open ended questions (like the one > from the mid-module assessment)) were great for initiating classroom > discussion but often were not suitable for assessing as the state intended. > Is the fact that this is a mid-module assessment mean that it is intended > to be discussed in class? Don't get me wrong, I like the tenor of the > question, but without a classroom discussion of the possible > answers/explanations, I don't think it will be very successful.**** > > ** ** > > Is this focus for a discussion what is intended with such questions? If > so, is this clearly spelled out somewhere? Also, it seems that if it is, > then we have a lot of work ahead in terms of professional development as > this would be a substantial paradigm shift.**** > > ** ** > > Any thoughts on this? Please let me know if I am missing something.**** > > ** ** > > Bob **** > > On Wed, May 29, 2013 at 6:26 PM, Liz Waite <email@example.com> wrote:**** > > Hi everyone-**** > > I'm not sure how many of you have seen these, but some of the module > overviews and module assessments have been released on engageny. Very > interesting reading. In algebra, for example, check out the assessment > tasks. Hopefully the lessons attached to the modules and more of > the module overviews will be released this summer.**** > > **** > > > http://www.engageny.org/resource/network-team-institute-materials-may-13-16-2013-math-6-12-curriculum-materials > > Liz**** > > Elizabeth Waite**** > > AMTNYS Coordinator of Reps**** > > **** > > ** ** >