Assessment of Students' Learning in Plane & Solid Geometry ...

Figure 6. Demonstration/Performance Assessment Form: Shapes in Nature PresentationComponentsPart 1: Group MemberParticipation(Four students assigned to a group)Part 2: Presentation Topic(Oral)(One or more speakers)Part 3: Presentation Topic (Visual)(Some type of visual displayrequired)Part 4: Delivery(Group had time to prepare andpractice for oral delivery)Part 5: Visual Display(Could be drawings, photographs,pictures from magazines, etc.)Grading(10 points maximum)2: All group members participated1: All group members did not participate0: No group members participated2: Topic focused on shapes in nature and from variousplaces in nature1: Topic focused on shapes, but not in nature or fromlimited places in nature0: Topic did not focus on shapes2: Topic focused on shapes in nature and from variousplaces in nature, shape concepts correct1: Topic focused on shapes, but not in nature or tolimited places in nature, shape concepts correct0: Topic did not focus on shapes, shape concepts notcorrect2: Well Organized, within time limit, connected toaudience1: Poorly organized, over time limit, weak connection toaudience,0: No organization, no attention to time limit, noconnection to audience2: Organized, labeled, neat1: Poorly organized, items not labeled, display not neat0: No visual displayWritten Tests and QuizzesThe use of written tests and quizzes is a traditional, but nonetheless a valid means ofcollecting assessment data related to students learning of geometry. There are many ways to designwritten tests and quizzes so that they represent ways of dealing with diverse learners. One way is touse a variety of formats for the items of the tests and quizzes. Figure 7 lists several different formats