SrobinsonTEC546_Module_6

= EC 546 **Module 6: Assignments** **Using Rubrics for Assessment by Shelly Robinson** =

**Summary of Lesson 6.6 Slopes of Parallel and Perpendicular Lines**

 * Review: Graphing lines in Slope Intercept Form : y = mx+b**

**Parallel lines** are lines with the same slope are parallel. Examples: If the one line's slope is //m// = 4/5, then the parallel line's slope will be //m// = 4/5 If the one line's slope is //m// = 2, then the parallel line's slope will be //m// = 2.

**Perpendicular lines** are lines with slopes that are negative reciprocals of each other Examples: If the one line's slope is //m// = 4/5, then the perpendicular line's slope will be //m// = – 5/4. If the one line's slope is //m// = – 2, then the perpendicular line's slope will be //m// = 1/2.

Watch each of the videos and take notes on your own paper. Write down vocabulary and examples to ensure you will be able to complete the opened ended response question. (ACE) Video on Determining whether lines are parallel Video on Determining whether lines are perpendicular

Unit 6 Lesson 6 Practice Problems
=**Assessment, Answer Key, and Rubrics**=

Rubric for this Assessment[[file:Rubric for Fall 2011 OER Algebra 4 Point Question.pdf]]
=**Student Artifacts / Exemplars and Scored Rubrics**=

4 Point Student Assessment Scored Rubric for 4 point Student Assessment 3 Point Student Assessment Scored Rubric for 3 point Student Assessment 2 Point Student Assessment Scored Rubric for 2 point Student Assessment 1 Point Student Assessment Scored Rubric for 1 point Student Assessment

Reflections - How did this tool compared with a standardized test? What did you learn by the experience?
This assessment tool for graphing lines and identifying parallel and perpendicular lines is exactly like what students are given our our Standard Based Assessment for high school in New Mexico. On our Standards Based Assessment for the 2010-2011 school year there were 4 points on Algebra Standards similar to this question that involved graphing and multiple parts. It was one question worth 4 points. On our standards based assessment last year, we earned .76 out of 4 pionts and the average for my state was 1.18. On this assessment my students averaged .54 points. Here is a graph of the results.

From this exercise, I learned that most of the students did not know how to graph the lines properly and only a few students knew how to answer the questions to receive the full points. Very few of the students followed the instructions and most of the students just put down the answers. I am going to post the data for this assignment in my classroom and go over it with the students and stress the importance of this type of question on their Standards Based Assessment. I will make sure and model how to do the problems and show them exemplars of what a proficient solution looks like.