A Closer Look at Assessment Throughout
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Desmos (and their curriculum Bundles) are a great way of engaging and supplementing your current high school math curriculum. There are no summative assessments with Desmos, but monitoring your students progress and seeing their answers through your computer is a perfect tool for a formative assessment. In the video to the left, I walk you through how to find your classes on the Desmos Bundles website and how to monitor and assess each of your students.
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Kahoot! is a Web 2.0, extremely interactive assessment tool that totally engages students. I usually Kahoot! at the beginning of the period as kids are walking in and when they hear the music, I've got instant buy in. Recently, Kahoot! added a feature that lets teachers download the results of a quiz to their Google Drive. The video on the right is a quick tutorial of how to find and navigate that downloaded data, and have it become a summative assessment that can be added to your grades.
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Khan Academy has been around for years. It's a great tool for students and teachers. They can look up any topic for math and watch a video, see some demonstrations, read how to solve, and then take a quiz. Teachers can also sign their whole class up, and assign certain topics to their students. I started using Khan Academy with my classes during stations because kids could work independently through the topics, watch videos, get hints, and then practice problems. While not really intuitive for teachers, the video on the left shows how I use Khan for assessing my students.
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How Was Assessment Used During the Research?
Math achievement was measured with a four question pretest and similar post-test. The pretest was administered before any math lesson was taught. This pretest was used to gauge the students’ prior knowledge of the new math concept. After the pretest, there was an online lesson including instructional videos and practice problems from Khan Academy website, and an interactive multiple choice application called Kahoot!, where students were timed using their devices (cell phones or chromebooks) to answer math related questions.
Students took a four-question pretest about graphing linear equations in slope intercept form. Scores were recorded before students participated in an online Khan Academy lesson, which included three short videos, each of which was followed by online practice questions. Students were able to move through the videos as soon as they showed proficiency on the online practice questions by getting three correct. Day Two began with an interactive, competitive review game on the app Kahoot!. Students were given multiple choice questions reviewing linear equations and had to respond online via their device. After each question, the correct answer is displayed, then students are listed in order of most points to least points. The app is designed to be a quick, competitive way to review. The study concluded with the students working independently on a review worksheet, practicing the same linear equations concepts.
Descriptive statistical analysis showed a pretest mean of 47.8 and a post-test mean of 60.9. Overall, 47.8% of the participants recorded an increase in their scores from pretest to post, 34.7% saw no change in score, and 17.4% of the participants recorded a decrease in scores from pretest to post-test. While there is a possibility that these results could be created by chance alone, a t-test was conducted comparing the means of the math pretest and post-test which resulted in a P value of .0248, which by conventional criteria, the difference in the pretest/post-test scores is considered to be statistically significant. With such a small P value, there is only a small probability that random chance would have created as large a difference as actually observed, thus resulting in a 95% confidence rate that the improvement in their scores was attributed to the treatment.
Students took a four-question pretest about graphing linear equations in slope intercept form. Scores were recorded before students participated in an online Khan Academy lesson, which included three short videos, each of which was followed by online practice questions. Students were able to move through the videos as soon as they showed proficiency on the online practice questions by getting three correct. Day Two began with an interactive, competitive review game on the app Kahoot!. Students were given multiple choice questions reviewing linear equations and had to respond online via their device. After each question, the correct answer is displayed, then students are listed in order of most points to least points. The app is designed to be a quick, competitive way to review. The study concluded with the students working independently on a review worksheet, practicing the same linear equations concepts.
Descriptive statistical analysis showed a pretest mean of 47.8 and a post-test mean of 60.9. Overall, 47.8% of the participants recorded an increase in their scores from pretest to post, 34.7% saw no change in score, and 17.4% of the participants recorded a decrease in scores from pretest to post-test. While there is a possibility that these results could be created by chance alone, a t-test was conducted comparing the means of the math pretest and post-test which resulted in a P value of .0248, which by conventional criteria, the difference in the pretest/post-test scores is considered to be statistically significant. With such a small P value, there is only a small probability that random chance would have created as large a difference as actually observed, thus resulting in a 95% confidence rate that the improvement in their scores was attributed to the treatment.
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