Overview

In this performance assessment, students will be asked to collect data on total screen time for two weeks prior to taking this assessment. Specifically, students will be asked to calculate and use quantitative measures of center and variability based on the data that they collect. They will then be asked to compare two box plots for variability in the data sets. 

This assessment can be used at any time in grade 7 or following instruction on centers of measures in grade 6. 

Download Teacher Booklet Download Student Booklet

Details

  • 6th
  • One 55-minute session, following 2-week data collection
  • Big Ideas & Competencies View Section Below

Big Ideas & Competencies

Big Ideas Competencies

C. Measurement and Data Analysis

Students can collect and organize data to interpret, model, and investigate issues connected to their communities, lived experiences, and cultural identities.

Using Data 1

Students can calculate and use quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), to describe any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

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

Concepts and Procedures
  • I can solve part of the problem, but I am confused in some places and have calculation mistakes. 
No exemplars at this time.
  • I can solve the problem using strategies that make sense with few calculation mistakes.
No exemplars at this time.
  • I can solve the problem efficiently and accurately without any calculation mistakes.
No exemplars at this time.

Reasoning and Explaining
  • I can explain some of how I solved the problem.
No exemplars at this time.
  • I can explain the thinking I used to solve the problem using some math vocabulary.
No exemplars at this time.
  • I can explain the thinking I used to solve the problem using precise math vocabulary in a way that another person can easily understand my math reasoning.
No exemplars at this time.

Modeling and Using Tools
  • I can interpret a model and/or create a partial model to represent a real-world math concept or relationship, but it is inaccurate or incomplete.
  • I can use some math tools to solve problems. 
No exemplars at this time.
  • I can create and/or interpret a model to represent a real-world math concept or relationship.
  • I can use appropriate math tools to solve problems.  
No exemplars at this time.
  • I can accurately create and/or interpret a model to represent a real-world math concept or relationship.
  • I can use a variety of math tools to solve problems. 
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