I am now in a position to write the test and he wants to include on it some of these type of problems: reading a meniscus on paper. But why? My idea is to have students one by one come back during the testing process and just actually, literally, physically read a graduated cylinder of my choice.
This allows differentiation by choosing the graduate cylinder (10 vs 50 vs 100) and a variety of scaffolding techniques provided in class. The task is authentic, and easily graded. While students are switching I will simply read the g.c. and check their results.
The handout has the multiple copy fade going which makes it actually physically difficult to read. The task is about as inauthentic as you can get. This might be something that prepares students for using the equipment but why the hell would this be what they are tested on. The performance task should be more concerned with students reading an actual graduated cylinder. I can see practicing a few in class before seeing the actual equipment, maybe.
“We have a 10-ml graduate cylinder” No we do not. We have a representation of a 10-ml. We have a small small snapshot.
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