Evaluate

=Evaluate =

Book Builder Product: Why??? Geometric Proofs(bookbuilder.cast.org/view.php?op=share&book=1a7b34c665e837881d1b2e600c312fa0&sid=14217)

The evaluation below will serve as my formative evaluation based upon my peer's thoughts and opinions. I will evaluate my students formatively during the class discussion of the student responses to the questions provided within the bookbuilder lesson. As the purpose of this book is to introduce and motivate students to want to further their learning of deductive reasoning and Geometric proofs, there is much to still learn and discover before it is necessary for a summative evaluation at the end of this mini unit.

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 * Peer Formative Assessment Results: **





For the most part, I found the responses useful and will make changes as necessary to my product.

For the most part, my students enjoyed this book builder activity. This book served as an introduction to Geometric proofs and my students worked really well together to come up with some great situations where deductive reasoning could be used in the real world. It was especially entertaining to read and discuss student's perspectives on what kinds of decisions lawyers and politicians make on a daily basis. This book and introduction helped to engage my students and they gave proofs a chance. For at least a few days they showed some motivation and gave a good effort towards producing Geometric Proofs on their own. This topic is always challenging because it stretches student's minds and requires a lot of prior knowledge to be activated This is easier for some students than others, but I can honestly say they were more motivated with this introduction than I have ever had in the past.
 * Student Formative Assessment Results: **

Since my Book was only a small portion to my overall unit on Geometric Proofs, it is hard to link my summative assessment results (a unit test) directly back to the introduction. Based on my student's performance this year vs. last year, the overall average increased from an 81.5% to an 83.7%. Fortunately the scores increased, but it is impossible to tie the final assessment results to the introductory lesson. I did not require students to write their own proofs on the assessment, but prior to the final assessment they did work in groups to complete three Geometric Proofs together. Overall the groups did a good job writing their proofs with their pooled knowledge and skills. Ten out of the fourteen groups made an A on their proofs. The four remaining groups made either a B or C.
 * Student Summative Assessment Results: **