have students check their own progress and have changed. The consider how their ideas have changed and hints in the games are why? not really ‘hints.’ Rather, they repeat the directions for the particular task. Cluster 6: Assessment ALIGNMENT TO GOALS: Are assessment Yes, there is feedback items and tasks aligned with the identified on the particular skill. standard or benchmark? APPLICATION: Does the material include Students that develop No, there are not assessment tasks that require applying ideas a strategy of guessing assessments to and avoid allowing students a trivial way out, somewhere near the evaluate conceptual such as using a formula or repeating a middle of the understanding. memorized term without understanding? remaining numbers would theoretically do better than those randomly guessing. Students that develop a strategy and apply their knowledge of factors to determine optimal selections will theoretically win more often. EMBEDDED: Are some assessments No. Students receive embedded in the material along the way, with feedback advice to teachers about how they might use (correct/incorrect) on the results to choose or modify activities? each turn during a game. If incorrect, the computer explains what the correct move would have been. However, there is not advice for teachers on how to modify the activities. The computer keeps track of the number of steps it took before the student was able to guess the ‘mystery but this may number,’ not show conceptual
have students check their own progress and consider how their ideas have changed and why? have changed. The hints in the games are not really ‘hints.’ Rather, they repeat the directions for the particular task. Cluster 6: Assessment ALIGNMENT TO GOALS: Are assessment items and tasks aligned with the identified standard or benchmark? Yes, there is feedback on the particular skill. APPLICATION: Does the material include assessment tasks that require applying ideas and avoid allowing students a trivial way out, such as using a formula or repeating a memorized term without understanding? Students that develop a strategy of guessing somewhere near the middle of the remaining numbers would theoretically do better than those randomly guessing. Students that develop a strategy and apply their knowledge of factors to determine optimal selections will theoretically win more often. No, there are not assessments to evaluate conceptual understanding. EMBEDDED: Are some assessments embedded in the material along the way, with advice to teachers about how they might use the results to choose or modify activities? No. Students receive feedback (correct/incorrect) on each turn during a game. If incorrect, the computer explains what the correct move would have been. However, there is not advice for teachers on how to modify the activities. The computer keeps track of the number of steps it took before the student was able to guess the ‘mystery number,’ but this may not show conceptual