+ Assessment
Grade 6 Probability
In order for students to succeed, students need to be aware of the success criteria that is being used to assess their work. Learning goals and success criteria were always clearly outlined at the beginning of a lesson or activity to ensure students understood the expectations. Throughout this probability units students were continuously involved in the assessment process. Using a combination of diagnostic, formative and summative assessment tools, I was able to effectively judge student progress and cumulative performance.
In small groups students were asked to assign each person the title of Player A, B, or C. The guidelines of the activity were outlined. Player A will receive one point if both coins landed on HEADS. Player C will receive one point if both of the coins landed on TAILS. Player B will receive one point if the coins landed on a combination of 1 HEAD and 1 TAIL. As a preliminary activity each group was asked to discuss if this was a fair challenge. Most groups concurred that it did appear to be a fair challenge. After a few minutes of playing we discussed the results of each individual group. Player B in every group won the challenge. A discussion developed, guiding students to justify their explanations for this result. As a class, a diagram was drawn. Upon completion of this activity students were asked to write an Exit Card that explained why they thought the activity was a fair game to play amongst friends, or if it was not fair. Students were also asked to justify their answer using words, pictures, and diagrams.
In small groups students were asked to assign each person the title of Player A, B, or C. The guidelines of the activity were outlined. Player A will receive one point if both coins landed on HEADS. Player C will receive one point if both of the coins landed on TAILS. Player B will receive one point if the coins landed on a combination of 1 HEAD and 1 TAIL. As a preliminary activity each group was asked to discuss if this was a fair challenge. Most groups concurred that it did appear to be a fair challenge. After a few minutes of playing we discussed the results of each individual group. Player B in every group won the challenge. A discussion developed, guiding students to justify their explanations for this result. As a class, a diagram was drawn. Upon completion of this activity students were asked to write an Exit Card that explained why they thought the activity was a fair game to play amongst friends, or if it was not fair. Students were also asked to justify their answer using words, pictures, and diagrams.
After collecting these exit cards I could assess each individual student's basic understanding of this introductory activity. This type of communication-based assessment allows me to analyze the depth of understanding each individual student has. I wanted my students to be aware of how they could improve their communication skills, for future opportunities. I typed and printed each students' answer on printed paper (to preserve anonymity) and handed out the various answers to small groups of students the day after the activity. We reviewed the learning goal and success criteria of the activity. Students were asked to discuss, in their small groups, which answer they though was best. The better answers were shared with the class, and groups were asked to justify why they thought those answers were better. We continued this process until all of the slips of paper were taped to the board along a rating scale. These printed slips of paper were added to our Bump It Up wall as an example and reminder of how we can improve our answers in the future.
Throughout the unit students would refer to the Bump It Up wall to improve their answers. Upon completion of this unit a culminating activity was introduced in which students had to invent their own board game, which included a spinner, dice, or other device that ensured fair play was guaranteed. This culminating activity needed to include rules, justification of fairness, and a small demonstration of the game. After the requirements were explained to the class, students were asked to participate in a group rubric construction. Students were involved and responsible for defining the criteria and rating scale of the entire project (with assistance from the teacher to finalize the rubric).
As a result student understanding of the content as well as the assessment tool and strategy was thorough. Self assessment and peer assessment guided students to improve their own work before the final submission date. Students performed extremely well, with high results and better understanding of probability concepts.