Student picks Quiz 2 based on one score (the low outlier), as opposed to the overall tendency. c Student does not make Student does not justify Student considers the Student chooses the IQR a choice between choice based on shape distribution symmetric in an attempt to reduce SD and IQR. of distribution or on and chooses the standard the impact of the one S-ID.A.2 presence of outlier. deviation. extreme observation. d Student does not Student adds a dot near Student’s dot is moved to Student’s dot is moved to clearly explain how dot the center of the change the heights of the be further from the mean will be moved. distribution (e.g., OR stacks of the dots. of the distribution –). S-ID.A.2 Student moves a dot (without much change in toward the center of the mean of the the distribution. distribution). e Student’s placement of Student focuses on Student spreads the dots Student places half the dots does not appear to having as many out as far as possible dots at zero and half the focus on spreading the different values as without using repeat dots at ten. S-ID.A.2 values as far apart as possible or focuses on values (with justification) possible. having as much change or does not split the dots in the heights to the into two equal pieces at stacks as possible. the two extremes. f Student selects Student selects Student selects measure Student selects measure measure of spread with measure of spread of center but does not of center and discusses a weaker explanation. because of the use of fully explain reasoning. how the value will S-ID.A.2 the max and min correspond to a “middle” values. number. g Student selects Student selects Student selects measure Student selects measure measure of spread with measure of spread of center but does not of center and discusses a weaker explanation. because of the use of fully explain reasoning. how the value will S-ID.A.2 the quartile values. correspond to a “middle” number. h Student fails to address Student selects Student selects midrange Student selects midrange the question. midrange. but does not give a clear and discusses lack of explanation. impact on calculation of S-ID.A.2 extreme values.
Student picks Quiz 2 based on one score (the low outlier), as opposed to the overall tendency. c S-ID.A.2 Student does not make a choice between SD and IQR. Student does not justify choice based on shape of distribution or on presence of outlier. Student considers the distribution symmetric and chooses the standard deviation. Student chooses the IQR in an attempt to reduce the impact of the one extreme observation. d S-ID.A.2 Student does not clearly explain how dot will be moved. Student adds a dot near the center of the distribution (e.g., –). OR Student moves a dot toward the center of the distribution. Student’s dot is moved to change the heights of the stacks of the dots. Student’s dot is moved to be further from the mean of the distribution (without much change in the mean of the distribution). e S-ID.A.2 Student’s placement of dots does not appear to focus on spreading the values as far apart as possible. Student focuses on having as many different values as possible or focuses on having as much change in the heights to the stacks as possible. Student spreads the dots out as far as possible without using repeat values (with justification) or does not split the dots into two equal pieces at the two extremes. Student places half the dots at zero and half the dots at ten. f S-ID.A.2 Student selects measure of spread with a weaker explanation. Student selects measure of spread because of the use of the max and min values. Student selects measure of center but does not fully explain reasoning. Student selects measure of center and discusses how the value will correspond to a “middle” number. g S-ID.A.2 Student selects measure of spread with a weaker explanation. Student selects measure of spread because of the use of the quartile values. Student selects measure of center but does not fully explain reasoning. Student selects measure of center and discusses how the value will correspond to a “middle” number. h S-ID.A.2 Student fails to address the question. Student selects midrange. Student selects midrange but does not give a clear explanation. Student selects midrange and discusses lack of impact on calculation of extreme values.
algebra-i-m2-mid-module-assessment.docx