Progress Chart Examples
The following progress charts were used throughout the entire unit to help students follow along with their progress and self assess. Every time there was an assessment, students would use the progress chart to identify what skills they were confidant with and what skills they needed more practice on in order to level up. By the end of the unit, students should hopefully reach the "Good" level which is based on the skills of the grade level standard as well as the criterion being assessed from the IB curriculum. It is very common at the beginning of the year for students to be consistently scoring in the lower columns. The goal as the year continues would be to work their way up the to the "Good" or "great" category. It also helps to differentiate students and target learning gaps.
Each progress chart includes which skills fall into which levels, "I can" language, the vocabulary for the unit, and the standards being focused on.
How to Use the Progress Chart
Progress charts would be introduced at the beginning of the unit and used often as a self assessment for students to gauge where they are themselves in their learning. It would also be used as a guide for the instructor to help assess where students are and to target differentiation. The goal for each student is to be at the 5-6 "Good" level as that is the grade level standard. The 7-8 "Great" level is in order to extend the student thinking beyond surface level computation skills. Each individual skill is assessed based on this scale and a number score is awarded for each criterion level.
Example Summative Tests for Unit 1 Progress Chart
The unit one test was a progressive test that was conducted in 2 parts based on the criterion being assessed. For part one, students were able to choose which level they were most confident in solving and solve whichever problems they chose in order to show their learning. For part two, students needed to solve the given expression using a number line and explain their steps using the vocabulary learned in class. They were also required to come up with similar examples to show they could apply the pattern to similar problems.
Accelerated Math 7
The unit one test for the accelerated class was also a progressive test that was conducted in 2 parts based on the criterion being assessed. For part one, students worked their way through the different level problems and stopped at the level they felt confidant. Then they needed to answer a few questions about irrational numbers. For part two, students needed to solve the given expression using a number line and explain their steps using the vocabulary learned in class. They were also required to come up with similar examples to show they could apply the pattern to similar problems. For the multiplication rules with integers, they needed to prove the rule using a coordinate plane.
Example Assessments for Visual Patterns
Below you will find an example formative assessment for each class.
For the summative assessment, students were to create a poster which contained each of the items listed on the second document.
Accelerated Math 7
Example Summative and Student Work from Circles Unit for both classes
This unit was interrupted by the COVID19 school campus closures. In part one, students were asked to solve the problems on the test as an animation to show their work and prove they could solve them on their own. The test was progressive and students were asked to choose a level to solve in their animation. Part 2 involved students just explaining to me everything they learned about how to solve problems including circles and what they knew about pi. They were allowed to show me this in whichever way they chose.
Example Equations Videos for Unit 6 Progress Chart - Accelerated Math 7
Students were tasked to create a tutorial video to explain how to solve an equation. The equation was chosen by the students at the level on the progress chart they were confident in solving. They were required to use proper mathematics vocabulary during their explanation and to verify the solution to their equation.