EDUC-762: Assessment in E-Learning
Overview
This describes the course and unit I chose to work with throughout the entire Assessment course and final project.
Course Background
Math 8 is a course I currently teach in the traditional classroom setting, am working on making hybrid and hope to one day teach fully online.
My current students are from a small rural school with a high poverty rate. We have a one to one initiative that places an iPad in the hands of each student in grades 5 and up within our district and utilize Haiku Learning as our Learning Management System.
The unit I am focusing on is solving systems of linear equations. The common core state standards that align are:
Combating Plagiarism
This course is designed with the individual in mind. With such individualism comes a natural approach to promote academic integrity. Students will have both objective and subjective questions on quizzes, have extended response assignments, and be required to present their work. (Cabrera, 2013) Specifically in this unit, some questions are open-ended as to what method they feel is best to use and then apply the method of their choice. A presentation can be done through WebEx, Blackboard, or other video/screen chat. In doing so individual knowledge can be assessed. Also through extended response questions, presentations, and projects students will have check points to keep the instructor informed of progress, concerns, and questions needing addressing.
Diverse Learners
Individual learning styles will be accommodated through use of a variety of technology tools for both instruction and assessment. Students will be able to learn content in a variety of formats, from reading through examples, listening and watching tutorial videos, and participating in web conferencing. Students will share their knowledge in a variety of formats from discussions to documents and video presentations, strengthening their online communication skills.
This describes the course and unit I chose to work with throughout the entire Assessment course and final project.
Course Background
Math 8 is a course I currently teach in the traditional classroom setting, am working on making hybrid and hope to one day teach fully online.
My current students are from a small rural school with a high poverty rate. We have a one to one initiative that places an iPad in the hands of each student in grades 5 and up within our district and utilize Haiku Learning as our Learning Management System.
The unit I am focusing on is solving systems of linear equations. The common core state standards that align are:
- 8.EE.7: Solve linear equations in one variable.
- 8.EE.7A: Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
- 8.EE.7B: Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
- 8.EE.8: Analyze and solve pairs of simultaneous linear equations.
- 8.EE.8A: Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
- 8.EE.8B: Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
- 8.EE.8C: Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.
Combating Plagiarism
This course is designed with the individual in mind. With such individualism comes a natural approach to promote academic integrity. Students will have both objective and subjective questions on quizzes, have extended response assignments, and be required to present their work. (Cabrera, 2013) Specifically in this unit, some questions are open-ended as to what method they feel is best to use and then apply the method of their choice. A presentation can be done through WebEx, Blackboard, or other video/screen chat. In doing so individual knowledge can be assessed. Also through extended response questions, presentations, and projects students will have check points to keep the instructor informed of progress, concerns, and questions needing addressing.
Diverse Learners
Individual learning styles will be accommodated through use of a variety of technology tools for both instruction and assessment. Students will be able to learn content in a variety of formats, from reading through examples, listening and watching tutorial videos, and participating in web conferencing. Students will share their knowledge in a variety of formats from discussions to documents and video presentations, strengthening their online communication skills.