The data collected from this analysis was provided by twenty-seven 10th grade students in Geometry during a 50 minute sophomore-leveled class. Based upon what students had previously learned about line and rotational symmetry, I found that the majority of the class demonstrated success throughout the warm-up and launch of this lesson. Time restraints forced me to use questions two through four as extension problems for students who finished early or would benefit from extra practice. The analysis of questions 1 through 5e will now follow. The target learning goal for this lesson requires students to form conclusions how many combinations of symmetries result in the identity. The first simplified learning goal asks students to identify the number of symmetries in each figure. The second simplified learning goal requires students to list the permutations for each of the symmetries. The complex learning goal requires students to investigate the similarities and differences of the three-dimensional and two-dimensional figures. On the first page of the worksheet questions a and b are used to identify which students could meet the first simpler goal, question c is used to identify which students can meet the second simpler goal, questions d and e are used to identify which students can meet the target goal, and question 5e is used to identify which students can meet the more complex goal. Since this was an obtrusive formative assessment, I chose to use Marzano’s method of collecting data to determine the pattern of responses for a particular student . The coding scheme I used for this analysis is: C = totally correct, I = incorrect, and P = partially correct. This coding scheme allowed me to compile the data for the entire class in a manner which was easy to comprehend. An example of my coding scheme for a particular student’s work is included below. This student demonstrated that she has met the expectations for the simpler goals, approaching the target goal, and also approaching the more complex goal. This student did not determine all of the combinations of symmetries that would yield the
The data collected from this analysis was provided by twenty-seven 10th grade students in Geometry during a 50 minute sophomore-leveled class. Based upon what students had previously learned about line and rotational symmetry, I found that the majority of the class demonstrated success throughout the warm-up and launch of this lesson. Time restraints forced me to use questions two through four as extension problems for students who finished early or would benefit from extra practice. The analysis of questions 1 through 5e will now follow. The target learning goal for this lesson requires students to form conclusions how many combinations of symmetries result in the identity. The first simplified learning goal asks students to identify the number of symmetries in each figure. The second simplified learning goal requires students to list the permutations for each of the symmetries. The complex learning goal requires students to investigate the similarities and differences of the three-dimensional and two-dimensional figures. On the first page of the worksheet questions a and b are used to identify which students could meet the first simpler goal, question c is used to identify which students can meet the second simpler goal, questions d and e are used to identify which students can meet the target goal, and question 5e is used to identify which students can meet the more complex goal. Since this was an obtrusive formative assessment, I chose to use Marzano’s method of collecting data to determine the pattern of responses for a particular student . The coding scheme I used for this analysis is: C = totally correct, I = incorrect, and P = partially correct. This coding scheme allowed me to compile the data for the entire class in a manner which was easy to comprehend. An example of my coding scheme for a particular student’s work is included below. This student demonstrated that she has met the expectations for the simpler goals, approaching the target goal, and also approaching the more complex goal. This student did not determine all of the combinations of symmetries that would yield the
The%20Number%20of%20Subgroups%20Contained%20in%20the%20Dihedral%20Group%20Research%20Project.docx