Sorry! This resource requires special permission and only certain users have access to it at this time.
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task can be implemented individually, with small groups, or with the whole class.
 The teacher asks the student to complete the problems on the Math Test Spread worksheet.
 The teacher asks followup questions, as needed.
TASK RUBRIC
Getting Started 
Misconception/Error The student cannot identify the spread of a graph. 
Examples of Student Work at this Level The student:
 Identifies the spread as the highest test score displayed on the dot plot.
 Compares the spread of the two distributions in general terms.
 Explains what the dots in the dot plot mean.
 Lists individual scores found in each distribution.

Questions Eliciting Thinking In general, what does a measure of spread indicate about a distribution?
What measures of spread do you know? How are they calculated? What do they tell you about a set of data?
In the morning class, are all of the test scores the same or do they vary? Can you describe how they vary? 
Instructional Implications Review the concept of the spread of a distribution. Describe measures of spread in general terms as an indication of how much the scores within a distribution vary or how disperse or spread out they are. Ask the student to inspect each distribution and describe the variability in the test scores. If not done already, introduce the student to specific measures of spread and how they are calculated. Provide the student with sets of data and ask the student to calculate measures of center and spread and to interpret their meaning in the context of the data. 
Making Progress 
Misconception/Error The student does not explain the meaning of the measures of spread in terms of the general concept of a measure of spread. 
Examples of Student Work at this Level The student reports reasonable values for the spread of each distribution but is unable to describe what these measures of spread indicate about the distributions of test scores. The student:
 Makes a comparative statement in terms of the “skill” of the two classes.
 Restates the measures of spread previously identified.
 Makes a comparative statement about the ranges of the two classes.
 Simply says the spread is the range.

Questions Eliciting Thinking In general, what does a measure of spread indicate about a distribution?
What do the measures of spread that you described tell you about test scores for each class? 
Instructional Implications Review the concept of the spread of a distribution. Describe measures of spread in general terms as an indication of how much the scores within a distribution vary or how disperse or spread out they are. Confirm that the ranges of the distributions are 60 and 55 and that the range is one measure of spread. Model explaining that test scores for students in the morning class varied slightly more than test scores for students in the afternoon class.
Ask the student to consider a third class that took the same test as the two classes whose scores are shown on the worksheet but the third class has a range of 10. Ask the student to explain what this means about the test scores for this class. Then ask the student if it is possible to determine if this third class typically scored better than the other two classes based on a comparison of their ranges. 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student reports reasonable values for the spread of each distribution such as a range of 60 for the morning class and a range of 55 for the afternoon class. The student further explains that these measures of spread give an indication of how varied the test scores were for each class. 
Questions Eliciting Thinking Why did you choose these values as measures of spread?
Did you calculate specific measures of spread? If so, what measures did you calculate?
Does knowing the spread of a distribution tell you anything about the center? 
Instructional Implications Provide the student with the actual test scores (on the Raw Data worksheet) for the two classes and ask the student to calculate both the interquartile range and the mean absolute deviation for each class. Then ask the student to compare these values and to consider why they are not the same.
Introduce the student to the concept of an outlier and ask the student to identify any potential outliers in the distributions.
Consider implementing the MFAS tasks Math Test Shape and Math Test Center (6.SP.1.2). 
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
 Math Test Spread worksheet
 Raw Data worksheet
SOURCE AND ACCESS INFORMATION
Contributed by:
MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.