**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:
**

(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

Category |
Clarification |
Details |

Knowledge & Understanding
35 % |
Procedural Knowledge & Conceptual Understanding | Knowledge of content (e.g., facts, terms, procedural skills, use of tools) Understanding of mathematical concepts |

Application
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) |

Communication
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 |