Overview

In this performance assessment, students will be using two-way tables to draw conclusions. 

Specifically, students will answer questions about a two-way table and will find an error in the way it was constructed. Then, they will determine which two-way table demonstrates the strongest association and justifies their responses mathematically.

This assessment should be given after students have had instruction in creating and analyzing two-way tables.

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Details

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 construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects.

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 and can justify conclusions I make.
No exemplars at this time.
  • I can explain the thinking I used to solve the problem using precise math vocabulary and fully justify conclusions I make in a way that another person can easily understand my math reasoning.
No exemplars at this time.

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