During the jigsaw, students will be subject to a few different means of assessment: completion of “What’s the Rule?”, completion of the teacher lesson planner, creation of a worksheet and answer key for their students, completion of the worksheets assigned by the other teachers, and the actual presentation of their mini-lesson. The completion of “What’s the Rule?”, the teacher lesson planner, and the presentation itself ensure that students have thought through and understood their own exponent rule and put effort into presenting it as clearly as possible. Creating a worksheet and answer key for their students shows that they can use their own exponent rule to simplify expressions, and completing the other teachers’ worksheets shows that they know how to use the other exponent rules. It also shows that they paid attention during the mini-lessons.

My next assessment after the jigsaw will be an exit slip that counts as a quiz grade. In the exit slip, students will demonstrate whether or not they can create equivalent exponential expressions using all the different exponent rules. This will help me assess each student’s level of comprehension.

As the unit focuses more on scientific notation, I will be using starters as important formative assessments of student understanding. The starters mostly ask students to try to connect scientific notation to exponent rules or the real-world. Students’ ability to do this will reveal their understanding, or lack of understanding, of the exponent rules. Finally, students will complete a variety of worksheets throughout the unit that I will collect and check each night. This will help me get a sense of how students are progressing and any misconceptions that need to be addressed.

The entire jigsaw process has a rubric that the students will receive on the first day of the project. We will read over the rubric together as a class to ensure that everyone understands the expectations.

The exit slip is modeled off of the card game that students will have played for two previous days, so they will be familiar with the expected format.

In terms of the worksheets, students know that I want them to show all their work along with their answers (though I will of course reiterate this point) so that I can gauge their thinking.

When students work on worksheets and the exit slip, they will receive feedback the next day so that they can stay up-to-date on their progress. They will also have the opportunity to check their answers as they go for some of the worksheets. I plan to grade the jigsaw presentations as quickly as I can so that students know how they did, and I will call parents to report any exceptional (in either a positive or negative sense) progress.