PBL

=Creating Quality Assessments= toc common assessment

= __Formative Assessments__ =

Poll Everywhere
http://www.polleverywhere.com/multiple_choice_polls/MTg1NjIzOTk5NA This will help me determine if students know how to recognize mass with just the units after a number.

Quizlet - kbechtel418
http://quizlet.com/_3i908 These stoichiometry terms (including stoichiometry) are often confused in chemistry.

Corkboard.me
http://corkboard.me/view/9d27dd0f35cc23bead53498d36f6cf0eed3ddb76 I would use this corkboard to collect students awareness of chemistry in their lives. I liked the idea of using this to collect feedback and questions about a video or lesson.

DiscoveryEd - kkbechtel
http://tools.discoveryeducation.com/quiz/viewQuiz.cfm?guidAssetId=2d44756c-04e4-4159-9f14-60b131574343

I would use this quiz to assess their knowledge of density. To check their results, I would go to My Classrooms, assigned by URL.

Google Forms
= __Project Based Assessment__ =
 * Essential Question

How is the magnitude of Avogadro's number (6.022 e 23= number of atoms or molecule in one mole of a substance) related to something I know?

 * Vocabulary

Quizlet to be made: Avogadro's number, conversion factor, magnitude, mole, mass, volume, area, thickness
[|quizlet - Mole]
 * Activity

Student creates a problem and solution that use Avogadro's number of an object and conversion factors to explain the relative size of atom visually and creatively in a project presented to classmates.
Students sorted into smaller groups based on the type of problem they chose - either solving for thickness over an area of Avogadro's number of objects would cover or solving for number of times Avogadro's number of objects would fill a hole the size of a specific body of water. These smaller groups would work cooperatively on determining the way to solve their problem. These groups could compare and contrast the types of equations they'd use then apply them to their individual problems. Students would write a rationale for their approach to the problem, including the steps they'd take and the facts/resources needed to complete the project. Peer review of progress with checklist and formative assessment of the problem approach. Projects presented to all students in class at Mole Day Celebration near October 23rd (for the exponential notation "x 10 e 23") or appropriate day during spring semester Checklist (formative assessment) to be created Problem Solving rubric (formative assessment) to be created Peer review of math work Use Performance Tracker to determine groups of students that would need extra instruction for the math standards within this assessment. RubiStar link: http://rubistar.4teachers.org/index.php?ts=1308248900 Rubric ID: **2065268** Your Rubric
 * Resources
 * Assessment/Rubric I'm working on blending the 2 rubrics below to be focused, specific and fair.
 * [[image:http://bechtelchem.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" link="http://rubistar.4teachers.org/index.shtml"]] ||
 * **Making A Poster:** **Poster rubric**


 * Teacher name: Mrs. Kristen Bechtel**


 * Student Name ___** ||

X 2 || The poster includes all required elements (Avogadro's number of objects, conversion factors, answer less than 1 million), as well as additional information. || All required elements(see column 4) are included on the poster. || All but 1 of the required elements(see column 4) are included on the poster. || Several required elements were missing. || X 2 || All items of importance on the poster are clearly labeled with labels (units) that can be read from at least 3 ft. away. || Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. || Many items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. || Labels are too small to view OR no important items were labeled. || X 1 || All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. || All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation. || All graphics relate to the topic. One or two borrowed graphics have a source citation. || Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. || X 1 || The poster is exceptionally attractive in terms of design, layout, and neatness. || The poster is attractive in terms of design, layout and neatness. || The poster is acceptably attractive though it may be a bit messy. || The poster is distractingly messy or very poorly designed. It is not attractive. || X 1 || There are no grammatical/mechanical mistakes on the poster. || There are 1-2 grammatical/mechanical mistakes on the poster. || There are 3-4 grammatical/mechanical mistakes on the poster. || There are more than 4 grammatical/mechanical mistakes on the poster. ||
 * **CATEGORY** || **4** || **3** || **2** || **See Me** ||
 * **Required Elements**
 * **Labels**
 * **Graphics - Relevance**
 * **Attractiveness**
 * **Grammar**