Overview

In this performance assessment, students will choose a project to display their understanding of distance and how absolute value is used to find the distance between two numbers.Specifically, students will be asked to create three absolute value questions in the context of creating a book, picture, game, act, play, interview, song, or a quiz.

Students will choose a project type, create three questions that fit into the type of project they picked, and create an original project incorporating their three absolute value questions. Students will turn in a brainstorming sheet, a project, three questions with work showing how solutions were calculated, and a short reflection.

Students can create the final project in any appropriate way, including but not limited to, PowerPoint or Google Slides (or another slideshow tool), Microsoft Word or Google Docs, or paper and colored pens/pencils/markers. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software.

Details

Big Ideas & Competencies

Big Ideas Competencies

A. Understanding and Applying Number Systems

Students understand that numbers hold value and can choose the appropriate representations and algorithms to reason quantitatively, abstractly, and efficiently.

Rational Numbers 1

Students can show that the distance between two rational numbers on the number line is the absolute value of their difference and apply this principle in real-world contexts.

NOTE ABOUT ASSESSMENT RUBRICS

Below are analytic teacher rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

Teacher Rubric

Dimensions Not Yet Meeting Expectations Meeting Expectations Exceeding Expectations

Distance & Absolute Value Calculations

  • The student has created and solved less than 3 distance problems or has 3 problems that are solved with 2 or more errors.
No exemplars at this time.
  • The student has created and solved 3 distance problems with 1 error.
No exemplars at this time.
  • The student has created and solved 3 distance problems with no errors.
No exemplars at this time.

Reflection

  • Reflection is incomplete or shows very little thoughtfulness or has no details/examples.
No exemplars at this time.
  • Reflection is complete with basic information and at least one detail/example from their project.
No exemplars at this time.
  • Reflection shows thorough thoughtfulness and is supported by details and examples.
No exemplars at this time.

Project Format/Quality

  • Poor quality, visuals are unclear or hard to understand, has components that are unrelated to project.
No exemplars at this time.
  • Project is somewhat organized, visuals are clear, incorporates some distance problems or values created by the student. 
No exemplars at this time.
  • Project is well organized, visuals are clear and easy to read, incorporates all distance problems or values created by the student.
No exemplars at this time.

Leave Feedback for this Assessment

What did you like? Did you need to revise anything? How could we make this assessment better? Our Assessments are written by teachers for you, so your feedback is important to us!

Comments about items may be moderated and/or reposted to aid item improvement and teacher learning. By leaving a comment, you agree that we can use your comment without attributing it to you.

You must be logged in to leave feedback.

Don't have an account? Register Here

Log in