Assessment Plan for Math Class: Probability


  • Student will apply his/her knowledge of skills and concepts in problem solving to determine the probability in terms of various forms of mathematical statements
  • Student will demonstrate their understanding by developing a logical method in sorting and analyzing data.
  • Student will analyze pertinent data and demonstrate logical reasoning to reach appropriate conclusion.
  • Student will demonstrate “habits of mind”, such as,  asking or giving assistance to help peers understand probability and how to solve problems using collaborative learning.


  • The student will use his/her knowledge to predict the probability  from a synthesized “real-life” situation of given elements provided in a brief paragraph form by the teacher.
  • The student will demonstrate their knowledge and basic Algebra skills, such as converting ratio, fraction, and decimals to show answers.

Two Performance Assessment open-ended Questions:

Problem 1:

There are five slices of pizza in a box: 2 pepperoni, 1 mushroom, and 2 eggplant. If you reach into the box without looking and take a slice, what is the probability you will get a pepperoni slice? Explain in detail how you found your answer using words, numbers, and/or pictures.   ( Answer: 2/5 or .20 or 20% chance)

Problem 2:

You have been asked to watch all of 20 kindergarten students at Monroe on the playground. Before you can stop them, every one of them throws their shoes down the storm drain where you can’t see them. Using a stick, you can pull one shoe out one at a time. What are the odds that the second shoe you pull up will match the first? Explain in detail how you found your answer using words, numbers, and/or pictures. (Answer: 1/39) Explanation: If I could pull all the shoes out at the same time, the odds would be 1/40. But the odds that the second shoe will match the first one -that was already removed- leaves me with one less shoe. Therefore, the odds are 1 out of 39.)



  • Student will demonstrate knowledge and understanding of the concept of probability.
  • Student will be able to know what probability is and its role in the real world. .
  • Student will know how to solve problems in probability by using logic and analysis.
  • Student will demonstrate habits of mind like constructive criticism and feedback, respect for reason, and cooperation and working together.


  • Students may not ask the teacher for help during the performance assessment. However, it is permissible to ask another student for help and work in pairs. Those students that have accomplished the task with great understanding may volunteer to help another student.
  • Students may use calculators in converting ratios to fractions to decimal forms in their answers.
  • Students will have a time-constraint of 15 minutes per problem.
  • There are 2 problems. (See problems in Assessment Context section).

Senerity: favorite places

Since I was 8 months old, and every year since then I have been to the beach. Texas has 3 really popular beaches and South Padre back in 1952 was my first beach trip. South Padre before the 1980’s when the developers of hotels and condos came, had 25 foot to 35 foot sand dunes. I can remember even at the age of seventeen tanning on the sunny side of one reading a favorite paperback with my brand new sunglasses on. I was raised in Beaumont and when I took classes at Lamar University in the summers, my girlfriends would go to Galveston in the middle of the week and take our coolers and suntan lotion and read from our textbooks while we sunned. When it got so hot you could not stand it anymore, we all ran into the breakers of the ocean. Texas beaches in the summer are about 80 to 85%,–just perfect for body surfing or swimming. Now that I live in Austin, Port Aransas is only 4 hours away and my sister and our daughters go every year. We stay a week and cannot wait until this August!

Here is a website that tells you s about all the beaches in Texas. Enjoy the images!

Learning Objective Grade 6 Domain: Language Arts Dinstinquish between theme and topic.


Subject: English Language Arts and Reading and Writing

Grade 6

The following are the three learning objectives based on the “three-stage” model presented by our text authors Kubiszyn and Borich which include:

  • An observable behavior using an active verb
  • Any special condition under which the behavior is to be performed.
  • The performance level considered sufficient to demonstrate mastery. (text, p. 110)


My 3 Learning Objectives:

1. Student will infer the implicit theme of a work of fiction, distinguishing theme from the topic and demonstrate presentation skills.

2. Student will write a personal narrative about a personal experience with a clearly defined focus. Student will develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing.

3. Student will write a persuasive text to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.



Test questions:

  1.  The student will distinguish between topic and theme by reading an assigned passage independently. Next,  they will “pair off” to compare their findings. The pairs will examine their reasoning (self-assessment). The two students will .collaborate in writing a one-page paper explaining their categories of topics and ideas they constructed as the themes. They will then present their ideas and reasoning with the class. The time frame is one week. (10 points).

2. Student will write a personal narrative about their own school experiences and choose a focus of one of their best or worst school experiences. Include in your narrative the reasons behind your decisions, and the consequences and/or corrections to the behavior. In other words, how did the experience affect your self-esteem?  Indicate in your conclusion which organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) you used to organize your narrative. Due in 1 week. (10 points)

3.  Student will write a persuasive argument paper to persuade the attitudes or behaviors of your classmates or parents on a specific and controversial topic of your choice. Establish your position and provide sound reasoning with detailed and relevant evidence from researched articles. Provide alternatives or compromises to your position. Due in one week. Paper should be at least one page in length. (15 points).


Kubiszyn.T., Borich, G., (2010) Educational Testing and Measurement: Classroom application and Practice. Hoboken, NJ: Wiley and Sons, Inc.

Naz, B., Presentation on Instructional Objectives. Institute of education and research Gomal University D.I.Khan. Vill & P/O Gujrat. Teh & Distt Mardan North West Frontier Province Pakistan.

Texas Education Association


Essay items that support my Outcomes or Learning Objectives:                                                   Sandi Mueller


The learning outcome and the conditions specified in the test must match in order to have test-validity. By choosing to use restrictive response essays, I wanted to elicit responses supplied by the student and have them use higher level thinking skills such as inference, self-reflection, orga

nizing a persuasive argument and alternatives. According to our authors of our text, an essay item that presents a specific problem, it requires the student to respond in their own words and give original responses or examples (Kubiszyn, Borich p.161).


In Objective 1, it specified using analysis in distinguishing between theme and topic in a literary passage. Distinguishing involves making an analysis which is the fourth cognitive level out of six of Bloom’s taxonomy. The act of making an inference or prediction in choosing a theme involves comprehension, the third level of cognitive thinking.

In Objective 2, I asked the student to express a personal experience and choose a literary organizational structure such as sequence of events, cause-and-effect, or compare-contrast which requires higher thinking skills in organizing events or situations. I also asked for their affective feedback on how it affected their self-esteem and how they chose to manage the event or behavior afterwards (Kubiszyn, p.121).  When a teacher can add an affective question that students are willing to share, it provides her with “where her students are” and how far you as a teacher can introduce certain literature that teens struggle with.

In Objective 3, I chose to provide an essay and a presentation project for two students working in pairs to learn to investigate the current research on controversial issues teens have with their parents and create persuasive arguments to present to them on a position of their choice. I also required the students to create some options that they could compromise with if the parents did not fully buy into their arguments. I believe the affective domain that was included in this objective was for students to accept tolerance of other’s opposite opinions.