Pre-Test:

• Before teaching the lesson, students were administered the following Pre-Test:
  

  GEOM, MEASURING ANGLES QUIZ.pdf
  

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• The results of this test can be seen on the chart listed under the "Student Growth" tab below

Post-Test:

• The following Online Quiz was assigned upon completion of the lesson:

  

  Geometry Online Quiz.pdf
  

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• These results can also be viewed on the chart shown below

Student Growth:

• The data presented in the Excel chart shown here compares the students' scores from the Pre-Test to their scores on the Post-Test

Abstract:

• This page explains and illustrates the results from an assessment inquiry that I completed using the lesson and assessments I designed for Module 2, which can be found on an additional page of this wiki.
• To begin, I administered the Pre-Test to my 5th Period Geometry class of 17 students, eight boys and nine girls. The class consists of 10th and 11th graders who have all successfully passed Algebra I as a prerequisite for this course. Given the vocabulary associated with this lesson and the complexity of some of the questions, the scores did not surprise me. As you can see, no student scored above a 50%. In addition, 13 of the 17 students in the class earned a 25% or lower. These students were exposed to some of the material presented in this lesson in previous math courses, beginning in 5th grade, but the level of prior knowledge was obviously very low.
• Next, I spent three class periods teaching the students how to classify and measure angles. The lessons were well-received and the student participation was very good. I provided the students with notes, explained how to solve a variety of example problems, and gave them several opportunities to work both individually and as part of a group in order to answer questions and develop their problem-solving abilities. The students were all very productive.
• After grading the Pre-Tests, I did not immediately return them to the students. Instead, I kept them and returned them the same day I passed out the Post-Test scores. My goal was for the students to compare what they knew on the Pre-Test with what they knew on the Post-Test and thus be able to see how much they have learned from the lesson. The Post-Test scores were, as I expected, much higher. Three students earned a perfect score, and nobody failed the test. In addition, 14 of the 17 students received an 80% or higher, which was impressive.
• The purpose of this assignment was to determine if using technology is an effective way to assess student understanding with respect to classifying and measuring angles in Geometry. Ultimately, I believe it can be. However, I feel that the nature of a mathematical discipline such as Geometry makes it more difficult to measure student learning using a form of technology. For example, I was not able to create an online quiz that incorporated the types of diagrams that my students were used to seeing in class and in their textbooks. I was also unable to provide partial credit for work, as I often do with a more traditional form of assessment. I do think, though, that the online quiz I created was appropriate and truly tested the students' knowledge of the associated concepts. In fact, I think that the online assessment was a bit challenging and I was thoroughly satisfied with the students' scores.
• Technology absolutely has its place in a mathematics classroom and I think that the lesson I designed here demonstrates that it does have merit and can be effective in assessing student understanding.

Mr. Ohler