Analysis+of+Informal+Assessment+DASH

**MSU Student Name** __Daniel Sharpsteen__
 * ANALYSIS MATRIX FOR INFORMAL ASSESSMENT**
 * Name of Unit:** __Pencil Economics__


 * Lesson Objectives:**
 * 1. Students will be able to explain many real-life examples of how supply and demand affect an economy.**


 * 2. Students will be able to explain the following terms: collateral, competition, credit, demand, economy, lien, market, and supply.**

Examples: - “I learned that collateral means that if someone gives you something, you give them something until you pay.” - “I learned that a lien is when you have a legal claim, to a collateral item; I learned that if you are only store selling a product, you can make it more expensive because they can’t get it anywhere else.” - “I learned how there is competition between stores and how the market effects the price of goods.” || - “The lesson is economy. The lesson helped me understand how marketing works.” || Informal Assessment Reflection  The informal assessment gave me an opportunity to see how well the students grasped the information in the lesson. Overall, the students were able to express their knowledge of the topic. The theme that I noticed was a possible lack of understanding among some of the students (around 30%). The students were able to notice that the unit was related to the market economy but when asked to give two examples of what they learned, 30% simply recited the definition of one or two of the vocabulary words. This could have been either a lack of enthusiasm or a lack of understanding.  I believe a way that would have made the lesson more affective would have been to have the students work on an individual vocabulary word in groups and after coming to an understanding explain it to the rest of the class. Instead we ran through each one in order. By doing this, some students might have not completely understood the term while we were moving on to the next one. I also notice that as soon as the students figured out that the term’s definition would be put on the board, some tuned out and simply copied what was put in front of them. We made sure to put the definition up after we were done discussing the term, though when the students knew the definition was coming they would be less likely to pay attention.  In general, I believed the informal assessment proved to show an understanding of some of the basic principles of a market economy. The students did express how they enjoyed our “skit” as they put it. With this said, every student was at least paying attention during the lesson. If the student involvement (i.e. formative assessment) would have been more demanding, (such as group work rather than being called out on) it could have shown an increase in the percentage of students who understood the lesson enough to express it in the informal assessment.
 * 3. How the economy works in a market economy.**
 * **Question** || ** Percent of Students whose answers closely matched Objective 1 ** || ** Percent of Students whose answers closely matched Objective 2 ** || ** Percent of Students whose answers closely matched Objective ** **3** || **Patterns or Themes noted in students’ answers.** ||
 * **1. What is the main idea of today’s lesson?** || **21% **  ||  0  ||  **36.8%**  || Most students believed that the main idea of the lesson was the “economy.” Though short, it does elude to the fact that they were attentive. Their answers to question 2 reflect an understanding of at least one of the objectives. ||
 * || ** Percent of Students who gave significant information ****. ** ||  ||   || **Examples of some answers** ||
 * **2.** **What are two important things learned?** || **68.5% **  ||   ||   || Many of the answers focused on the terms. The answers referenced the terms and related them to objective 1 and 2.
 * || ** Percent of students who identified unit ** ||  ||   ||  **Examples of answers that showed connection between lesson and unit.**  ||
 * ** 3. What is the unit we are studying? **** What is the unit we are studying? ** || **84%**  ||   ||   || - “How businesses work. It helped because I can see why businesses have to go low to get more customers.”
 * ||  ||   ||   ||  **List themes of student answers**  ||
 * **4. Things Student teacher did to help you learn?** ||  ||   ||   || The students show a common theme of enjoying visual learning. Most students commented on how Mr. Sharpsteen and Mr. Roehlke’s “skit” was “fun to watch” as well as relevant to everyday economics. ||
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