Characteristics of an Effective Assessment Program
Characteristics of an Effective Assessment Program
In question six, after spinning the wheel 92 times, it goes 23 rounds of green color and 69 of the color blue. There was use of a calculator in solving this problem, and they involved multiplication and division. The exercise was useful since the student learning objectives are clear and focused. The problem helps the student be efficient in division, together with multiplication.
There is an evident design for ensuring that external and internal threats to the legitimacy of the assessment study reduces. There is a clear procedure for collection information of assessment within the study design context. Multiplication and division were the statistical procedures chosen to solve the problem.
In question two, figure D is not symmetrical. Unlike the other figures, the both sides of figure D are not similar. In this problem, a calculator was not of use. This is attributable for the solution to the problem been obtainable by observation. This problem is useful in that it helps the solver think critically as he or she observes the two figures.
In question 12, the units between the two points (A and B) are 20 units. The solution could be achieved by dividing the ten units for each square by two; the outcome is then multiplied by two. This implies that both multiplication and division was in use for the sum. The problem has objectives for the student to learn, and they are apparent, focused and measurable. The statistical procedures chosen are comprehensive. The results of the assessment can be interpreted according to the objectives of the program.
In question 3, the unit that would probably be used for measuring the length of a book is inches. In this problem, a calculator was not of use. This is because the solutions requires someone to have knowledge regarding the measurement units for various problems. For instance, considering the size of the book, yard cannot be used. In addition, square inches would measure the area but not the length of the book. The problem is of essence useful since it helps us to know when to use a certain unit of measurement.
In question 7, if there are 6 tomato plants with each tomato expected to bear 24 tomatoes, in the garden, the farmer should expect to have 144 tomatoes. In this calculation, a calculator was useful for computing the outcome. Multiplication was the method used to arrive at the answer. The sum is useful in that it helps the student think critically on the choice of the right computational sign. The objective of the problem is clear and can be measured.
In question 9, solid A has 12 cubes while solid B has 8 cubes. Subtracting the two values give the difference between the cubes. The difference between the two is 4. This problem used calculator when solving; first for multiplication and second for the subtraction of values in the problem. To solve the problem, there should be a selection of the right signs and mathematical procedures.
In these assessments, there was a lot to learn in regard to the way of selecting assessments. The right method should be used to ensure that the instructor know the student’s weak and strong points when selecting an assessment procedure. It will help on improving the student’s ability to work sums effectively and arrive at the right answer (Bill, 2005)
References
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