This document discusses assessing student understanding through multiple representations. It presents a workshop where teachers try different activity stations to represent geometry concepts, including paper and pencil, computer programs, art, and photography. The document suggests assessing students' understanding based on the representations they create. It also discusses benefits and disadvantages of using these types of activities for assessment and how realistic they are for the classroom. Further strategies are brainstormed for allowing students to demonstrate their ideas through multiple modes like audio, video, drama and presentations. Related resources on the topic are provided.

1. Multiple Representations of
Mathematic Understanding
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2. As you enter...
Consider the following (individually or with
neighbors):
1.How do your currently assess student
understanding/mastery? Is there much
variety?
2.How do you integrate technology into your
classroom? Do you integrate technology
with assessment?

3. Instructional Design
and Technology
Certificate
Technology Integration
Graduate Degrees
Library Sciences Program
Instructional Design & Technology
idt.memphis.edu

4. All materials are available online at
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5. Opening Discussion
A. How do your currently assess student
understanding/mastery?
B. Is there much variety?
C. How do you integrate technology into
your classroom?
D. Do you integrate technology with
assessment?

12. Test
Demonstrate your understanding of the
following geometry terms:
Line Triangle
Ray Congruent
Circle Similar
Rectangle Parallel lines
Acute angle Perpendicular lines
Point Intersecting lines

13. Geometry Activity Stations
• See handout for descriptions of each activity
station.
Paper and Pencil Computer Programs
Art Center Digital Photography
Pennies Slide Show
• Break into small groups
– Try to spend 5 mins. or less at each station.

14. Slide Show Station
Click to view slide show for this station.

15. Group Reports
With regards to each specific
representation:
• How might you assess the students’
understanding of the content?
• Discuss the advantages and
disadvantages of assessing students’
understanding/mastery using this type of
activity.

16. Follow-up Discussion
Discuss using these kinds of activities and
projects in the classroom.
•Are there any benefits?
•Are there any disadvantages?
•How realistic would this be in your teaching
situation?
•How do you think the students would react to
being assessed with these kinds of strategies?

17. Handing It In
Submit one activity from the station that you
think best represents your understanding of
these geometry terms to be graded.
What would you submit?

18. Another Option
You could complete one of these
representations (pennies) for this
unit.
Then use a different one (digital camera)
for the next.

19. Extension Discussion
Let’s brainstorm some other strategies for
allowing students to represent their ideas
through multiple modes.

20. Other Possible Strategies
• Audio
• Video
• Drama
• Clay or Playdough
• Geometry Notebooks
• Geometry Scavenger Hunt
• Geometry Hike
• Presentations (perhaps in lower grades)
• Art Collage
• Create a Game

21. Related Resources
The following workshop resources may be
helpful.
•Multiple Representations of Understanding
through Digital Media
•Multiple Representations of Language Arts
Understanding

22. Teacher Resources
All materials from today as well as
many other teacher resources
are available at
clifmims.com/presentations.

23. Clif Mims
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