# AIS Mathematics Grading, Student Assessment, Student Feedback

• In my own district, students are not given a numerical grade for their AIS Mathematics course. Instead, they are given simply a pass/fail grade on their report card and the report card is accompanied by an AIS achievement report. In this report, parents are made aware of the topics that have been covered in the course, as well as how the student is progressing in regards to that topic.

Example of the achievement report form used:File:AIS Math Achievement Report Form.pdf

• In my own classroom, students receive numerical percentage grades based on participation, effort and computation. This is not to say that they do not still receive a pass/fail grade, however receiving higher percentage grades actually keeps the students motivated. This is especially true when they are rewarded for completing a skill.

### AIS Mathematics Assessment

#### Student AIS Binder:

Section 1: CLASS TOPICS

• In this section of the binder, students keep all current worksheets, projects, activities or math labs. Generally speaking, in the portion of the class designated for current work students not only practice skills but also complete some sort of hands on activity. This is in an effort to help them to better understand the concepts in their on-level math course.

Example of a grade 7 circle lab: File:Circles Lab.pdf

• This section of the binder is based on a wholistic percentile range of 85%, 90%, 95% and 100%. The choosing of such high percentages comes in an effort to not deflate students attitude toward math. An assignment in AIS is not acceptable until it reaches a 95% (for the current work section). Therefore, I grade the students work in their class topics section of the binder based on the number of errors. The students also receive a percentage grade for their effort in completing the assignment as well, giving them two grades per assignment.

Section 2: INDIVIDUAL TOPICS

• This section of the binder is used as a tool to help strengthen a students basic mathematics skills. This, as described before, is individual for each student. As this is individual it puts a bit more pressure on the teacher to accomodate the needs of each of their AIS students. An initial assessment may be required for teachers to get an accurate understanding of what each student needs. Generally speaking, this can be done with a previous grade level final type assessment. From there, the teacher can identify the students needs and create their individual program. The student's program is developed on their student achievement sheet. Here, their teacher can record the topics that students need to review and practice. In order for the student to have "passed" a skill, they must receive a 95% or higher on three separate occasions. This can then be moved to the completed work section of their binder. The date and number of attempts is recorded in the mastery column of the student achievement sheet.

Example of student achievement record sheet: File:AIS Mathematics Student Achievement Sheet.pdf

• Student individual skills can be taken from a variety of places, however the websites listed on the previous page are a great place to get worksheets covering the basic skills. On many of the web pages, the worksheets are separated by topic. This makes it easier for the teacher to gather individual materials for individual students.

Example of basic skills worksheet: File:Integer addition worksheet.pdf

Section 3: COMPLETED WORK

• In this section, we keep all of the students completed work. These assignments can come from either of the previously listed two sections, however it acts as a portfolio of student work and student progress.

### AIS Mathematics Student Feedback

#### Rewards & Skill Completion

• Tokens: Each time a student completes a skill, does exceptionally well on a current class topic or exerts significant effort they can be rewarded with "TOKENS." These can be traded for various items in the class such as candy, pencils, erasers, chips, etc. Some students are self motivated to do well, while others need some incentives in order to get them going. Therefore, by offering a token system, students can work toward getting the things they want.

Example of classroom tokens: File:AIS Tokens.pdf

• Math Games: Once or twice a quarter I take the AIS students to the computer lab to participate in some math games practice. Depending on the individual students progress during the quarter, their choices for games differ.
1) If the student has been difficult and has not worked to a level in which they should, then they are limited to a strictly educational game list.
Some examples of educational math games: (Try One!)
2) If the student has been hardworking and completing assignments, they are allowed to play more problem solving games. These are not directly linked to an individual skill, but require the student to problem solve and create a strategy.

### Self Reflection

1) What do you think determines a students mastery of a skill?

2) Do you feel that students should be rewarded for their achievements with fiscal rewards?

3) Do you think that math games have value?