Assessments should be used as a way to gauge where students are in their learning and the feedback from the assessments should inform both instruction and learning. However, I think that more often than not educators are forced to give assessments that generally don’t align with their instructional style and fail to provide insightful feedback. Sometimes I feel like assessments are used just to provide some sort of data to parents…to communicate a grade in a way that parents understand, even if it doesn’t serve a purpose for improving teaching and learning. For me, I didn’t understand math until I was in college and was taught to reflect on my learning rather than erase mistakes. Based on my personal experiences, for my online math assessment design, I included both traditional assessment measures and nontraditional assessment measures such as, reflective think-aloud, investigations that require problem solving, reasoning, and proof, and collaborative workspaces.

Through both my screencast and this post I am going to tell you about the assessment I created for 8th grade math students enrolled in a fully online math class using Haiku Learning.

**CMS: **Haiku Learning

Log-in Link to Haiku Learning Math 8 Course, or you can self enroll using this link and by entering 527L3. Keep in mind, this fully online 8th grade math course is something that I am still designing and working on. It is a perpetual work in progress.

**Subject Matter: **8th Grade Math: Pythagorean Theorem Unit (Geometry)

**Assessment Location: **Unit 6: Pythagorean Theorem; Lesson 1: Assess.

**Age/Grade level: **8th Grade

**Role of intended student:** 8th Grade Math Student

**Type of course: **Fully Online

**CMS ASSESSMENT DESIGN/CREATION RATIONALE:**

There are several reasons why I chose to use Haiku Learning for my CMS assessment design. First, haiku learning is both effective and efficient: the design is clean, user-friendly, and easy to manage from an instructor and student’s perspective. Haiku Learning also has gradebook and multiple assessment features built into the site making it not only a great platform to teach learn and assess but also to communicate progress and proficiency accurately and in a timely manner to both parents and students.

Additionally, Haiku learning is extremely efficient from an instructors perspective as content is easily embedded and uploaded, as you can see in the videos and the multiple-choice assessment on the site. Moreover, for both teachers and students, there is an equation editor available any time you choose to type, which is key for math students especially in an online environment. Lastly, the calendar, announcements, discussion forum and Dropbox are just a few great features designed in the CMS’s infrastructure that make assigning, collecting and assessing a well-organized process.

For this particular task, the assessments I created are designed to measure whether learners have reached the desired learning outcomes at the end of the first lesson of the Pythagorean theorem unit. Since assessment should inform both teaching and learning, I will show you how the lesson design, activities, and tasks align with the assessment tasks, goals, and standards.

As shown in the screencast, the lesson and assessments are aligned with Common Core State Standards for 8^{th} Grade Geometry and the Common Core State Standards for Mathematical Practice. Additionally, I explain how the assessment tools I have created will be used to measure proficiency regarding the basics of the Pythagorean theorem: what it is; why it makes sense; and how to use it.

The Pythagorean theorem is one of the main topics covered in an 8th grade mathematics geometry unit, which is also a standard students will be expected to further develop in both high school geometry and trigonometry. Furthermore, the Pythagorean Theorem is commonly present on standardized assessments such as the M-Step and ACT, and in the ever changing world of standardized assessments, the Pythagorean Theorem and its applications have withstood the test of time, making it a key standard for secondary math learners.

Specifically, for this task, I created three different assessments. For the first assessment, I used the built in assessment creation tool in Haiku Learning. This tool, the equation editor, automatic feedback, and direct link to the gradebook made Haiku learning an easy choice for this assessment. The last two assessments utilize the discussion board tool built in Haiku learning. Again, the discussion board tool has a built in equation editor and also allows students to upload pictures and documents to their posts. Perhaps the most impressive tool, though, is the built in rubric creation tool that links rubrics directly to assessments, discussion forums, and the gradebook, making Haiku learning the best choice for all three different types of assessments I created. In addition to those unique features, the discussion board assessment tool allows for collaboration and stimulates conversation.

These three different assessment tasks are designed to give all learners the opportunity to show they have mastered the skills in the first lesson. By differentiating the instruction and assessments, I believe I will be able to more accurately gauge what students truly know in addition to identifying misconceptions. That is, the multiple choice assessment allows me to check their computation and retention, while the metacognitive problem writing and reflective proof re creation assessments allow me to assess transfer, or each learners ability to apply their learning to new scenarios, in addition to each learners ability to consolidate and connect new learning with old. For example, in the Starbursts Re-Creation Proof assessment, I ask learners to consider using half of a Cheez-It on one side of their right triangle. By posing that question, I will be able to see if learners have made the connection between irrational numbers and the Pythagorean Theorem. Additionally, by having students write and solve their own problems dealing with the Pythagorean Theorem, I can ensure that students understand both the math content and vocabulary associated with the Pythagorean Theorem and how to apply that to new real world contexts.

Taken together, these assessments will accurately and effectively measure whether or not learners understand what the Pythagorean Theorem is, when to use the Pythagorean Theorem, and how to use the Pythagorean Theorem.

**REFLECTION ON ASSESSMENT DESIGN AND IMPROVED LEARNING OUTCOMES:**

Moreover, after reflecting on this weeks task of using a Content Management System to create an assessment, I feel as though the assessments I have designed align with my instructional design, which I hope stimulates learners’ curiosity, engages them in differentiated tasks, and intrinsically motivates them. By creating a collaborative workspace, students are able to ask questions and participate in interactions between one another.

I’ve also included traditional quizzes and non-traditional performance tasks. In addition to traditional assessments, which students may try to cheat on but I feel are still necessary, the performance tasks allow students to demonstrate what they know and evaluate their own learning through reflection. I tried to balance the types of assessments so that they scaffold learning but also inform teaching and learning in different capacities. **For example, the results from a multiple-choice test provide much different information on learners’ understanding than the evidence revealed through reflective posts or performance tasks.** **I don’t think that one form of assessment provides an accurate measure of students understanding, so I included various forms that allow me to gauge where my students are at and how they are progressing using different approaches. Through this process, students will receive feedback regularly from their peers and me.**

While designing my online math assessments I decided I would take what I have learned thus far in the MAET program about online learning, how we learn and instructional design and combine those factors with the format and design of many of my MAET classes, which are also fully online. In addition to the design, I tried to focus on efficient, yet differentiated presentations of lesson content and assessments that aligned accordingly. This task has proved to be harder than I initially thought it would be.**What went into your choices as you focused on certain aspects of your assessments?****I tried to focus on including both traditional and nontraditional assessment methods that allow learners to demonstrate what they know. So, in addition to multiple-choice-like assessments, I made it a priority to implement performance based assessments, reflective assessments, and collaborative assessments. Regardless of the assessment type, I also focused on providing feedback within and throughout the lessons and assessments. For example, responding to reflective posts or setting up quizzes so learners receive automatic feedback based on their correct/incorrect answers.**

**How will your assessment of your students be a tool to grow your students’ learning?**The assessments shown in the screencast are designed to inform teaching and learning. Through immediate feedback on lesson quizzes students are able to identify their strengths and weaknesses. Similarly, that data provides insight to me as their instructor on which areas I need to go back and re-teach. Moreover, the assessments I implemented in each lesson are designed to stimulate collaboration and reflection. This allows me to assess learners understanding on an individual level and within a community. For example, in the third assessment, students are recreating a proof using Cheez-It snacks and posting their findings to the class discussion. They are also writing their own real world problems and providing insightful feedback to their classmates. Through differentiated assessments learners are receiving feedback from multiple sources and are making adjustments in their learning as they progress, which ultimately leads to personal growth. In fact, learners will not only grow by completing the assessment tasks, they will also grow by reading and providing feedback to their classmates and reflecting on the process. Through this process, by providing multiple different methods of assessment in each lesson, I hope that learners are appropriately challenged and stimulated and if they aren’t that the data collected from the various assessments informs my instruction and allows me to make changes.

**How will students be involved in the assessment and evaluation process?**The way students are involved in the assessment and evaluation process differs based on the assessment design. For example, in reflective assessments, students will receive personal one-on-one feedback from me, sort of like the feedback we receive in our portfolio for CEP 813. Based on my feedback and questions, learners are able to modify and edit their posts and assignments. Moreover, in collaborative assessments, students are involved not only by providing feedback to their peers, but also by responding to the feedback they receive from their peers and me. In additional to reflective and written assessments, students are involved in their lesson assessment quizzes based on how they respond to their immediate feedback and score. They should accommodate their study habits based on their performance scores so they can make improvements by the time they reach the unit summative assessment.