JoAT

Samples of unit [|assessment timeline].
 * Assessment Timeline **
 * Select the appropriate level - Elementary or Secondary
 * Select a sample unit and scroll down to the assessment timeline.
 * Use the information from your Stages 2 and 3 and create your assessment timeline using the tables below.
 * **Before project will begin** || **Students work on projects and complete tasks** || **After project work is completed** ||
 * Pre-test || Graphic organizer standard form || Presentation ||
 * || Graphic organizer factored/vertex form || Performance ||  ||   ||
 * || Frayer Model ||  ||
 * || Quiz ||  ||
 * || Test ||  ||


 * **Assessment** || **Process and Purpose of Assessment** || **Formative/ Summative** || **Qualitative/ Quantitative** || **Value** ||
 * Graphic organizer standard form || students discover the affect of changing constants, intercepts, quadratic formula related to the graph of the quadratic. || f || both || 20 ||
 * Graphic organizer factored/vertex form || Students discover how to use the information in factored form and vertex form to produce graph and explain why this works. Students explain what the vertex means when the graph is applied to a certain situation. || f || both || 20 ||
 * Frayer model || Students organize the information they have discovered /learned about quadratics in a visual organized form. || f || both || 20 ||
 * Quiz || Student will show knowledge of basic quadratic concepts. || s || quantitative || 40 ||
 * Test || Students show they can explain/interpret and apply their knowledge to given situations modeled with a graph. || s || quantitative || 80 ||
 * Presentation || Students introduce their company and its situation/problem to be solved || s || qualitative || 10 ||
 * Performance || Students assume role of a professional data analyst and demonstrate they can collect, organize, interpret/apply their knowledge to a company of their choice. || s || both || 140 ||
 * Pre-test || Students show me what they know or don't. This assessment is for me to gain knowledge of students prior knowledge. This also allows students to think about what they know and what questions they have. || f || qualitative || 0 ||