This fall, I and many of my colleagues decided not to give a cumulative final exam. Instead, I gave students a rubric for a math art project using Desmos. I’ve done this project before during spring semester, but never as an end of semester cumulative ‘assessment.’ In order to get an A, my Algebra 2 students needed to include functions we hadn’t learned about yet. They ran with it.
This was a genuine assessment, as I answered any question they asked, but got them to learn and take risks. This project allowed for instant feedback and was challenging and even frustrating at times for students, but they handled it and some even said it was addicting. Is that a bad thing?
Here’s the rubric:
Here’s some feedback:
“I really enjoy my math final art project. I got so kind of addicted to the process of doing it, even though it was a lot of trial and error. But it was a great opportunity for me to mix my passion with the ocean, sharks, etc… with something I’m learning in school. That’s one of the few opportunities you get to do in school. Mixing something that you’re really passionate about and put it into your daily life kind of. This was the highlight for me this semester during COVID and I really enjoyed it. Thank you Ms. Hailer.” – Caroline L.
Here are some examples: