Half Credit Reflection

After reviewing all student work, of the 17 students that were present 4 students received full credit for the assessment. These students were able to completely answer the questions correctly and were able to describe their reasoning. As shown in the table, students understand the vocabulary terms and can construct certain angle terms. Questions 1 and 2 are put together even thought they are separate questions. I did this because they are related, 16 out of the 17 students got this two questions correct the only student that got half credit was student #2. The only thing the student forgot was to be more detailed and label the angles. I also put questions 3,4 and 5 together because they were similar questions based on the vocabulary and my …show more content…
More than half of my students got full points. For the students that received half credit or no credit, was because they had trouble when describing their reasoning. I believe this is due to the fact that many of my students are ELLs and when faced with problems that ask for writing, the language barrier becomes a problem. However, I am pleased with how many students were able to successfully describe their reasoning. Even though a large amount of students displayed an understanding in the relationship between the angles, many had a hard time applying the knowledge when the question became a word problem without visuals (question 9,10). I noticed that when the visual was not given many students drew a visual, and were able to solve the question correctly. However, for those that did not draw a visual they ended up misconstruing their equations. Therefore, arriving to the wrong solutions when solving the equation. To add on, most of the material in the learning segment connects and constructs with each other. As can be seen in the table, students that were not able to describe the relationship between the angles, were not able to construct correct equations and therefore end up solving for a wrong