Student Assessment in Integrated Math 2

I will be using a variety of assessment strategies, whether it be the regular tests, quizzes, and homework assignments, or other creative manners through with can demonstrate your mastery of skills/concepts (i.e. model building, producing videos/movies, teaching peers, etc ...) Your evaluation throughout the course will be comprised of following components:

All work will be evaluated for some or all of the following assessment criteria:

(1) Knowledge/Understanding of skills and concepts

(2) Application of the skills/concepts in modeling scenarios

(3) Thinking/Inquiry/Problem Solving related to either pure or applied math

(4) Your ability to communicate your knowledge



The assessment categories/criteria for this course are clarified on the table below, including the mark allocation for each criteria:





Knowledge & Understanding

35 %

Procedural Knowledge & Conceptual Understanding

Knowledge of content (e.g., facts, terms, procedural skills, use of tools)

Understanding of mathematical concepts


35 %

Selecting Tools and Strategies; Making Connections

Application of knowledge and skills in familiar contexts

Transfer of knowledge and skills to new contexts

Making connections within and between various contexts (e.g., connections between concepts, representations, and forms within mathematics; connections involving use of prior knowledge and experience; connections between mathematics, other disciplines, and the real world)

Thinking, Inquiry, Problem Solving

15 %

Problem Solving, Reasoning and Proving, Reflecting

Use of planning skills:

   understanding the problem (e.g., formulating and interpreting the problem, making conjectures

   making a plan for solving the problem

Use of processing skills:

   carrying out a plan (e.g., collecting data, questioning, testing, revising, modelling, solving, inferring, forming conclusions)

   looking back at the solution (e.g., evaluating reasonableness, making convincing arguments, reasoning, justifying, proving, reflecting)

Use of critical/creative thinking processes (e.g., problem solving, inquiry)


15 %

Communicating, Representing

Expression and organization of ideas and mathematical thinking (e.g., clarity of expression, logical organization), using oral, visual, and written forms (e.g., pictorial, graphic, dynamic, numeric, algebraic forms; concrete materials)

Communication for different audiences (e.g., peers, teachers) and purposes (e.g., to present data, justify a solution, express a mathematical argument) in oral, visual, and written forms

Use of conventions, vocabulary, and terminology of the discipline (e.g., terms, symbols) in oral, visual, and written forms