After analyzing my baseline assessment, I developed my first study guide for the next quiz, which covered sections 2-4 through 2-6 in their textbooks. For this study guide, I decided to type up all the important information that students would need to know for each section. I included important vocabulary terms, formulas, and page numbers in their book to reference, as well as class worksheets to review. I also told them what type of skills they needed to have, such as being able to find the x- and y-intercepts of a function. On the study guide, there was nothing students needed to fill out; it was simply a list for them to go through on their own to help them study. 

        This quiz was very similar to the baseline assessment. Students had seven problems to complete, with multiple parts, in thirty minutes. After students completed the quiz, I gave them a sheet, which asked them three questions about the study guide. I asked students (1) Did you use the study guide to help prepare for today’s quiz? (2) Do you think this study guide was helpful? Why or why not? and (3) List any comments or suggestions you have about the study guide. When reading over the sheets, I found that both "Oscar" and "Evan", as well as many other students in the class used the study guide to help them prepare for the quiz. Many students commented that it was very helpful because it focused their studying so that they could quickly see what they knew and what they didn’t by going down the list.

        On the study guide, one of the concepts I included was "given a real-life situation, know how to find an exponential model by setting up a system of equations and solving for b and then substituting to find a". I did have a problem like this on the quiz, which was question (5a). I was very pleased with "Oscar’s" response to this question, even though he did get part of his final answer wrong. He showed all of his work and I could clearly see that he understood how to do the problem, so he had a great conceptual understanding. He made only a slight error by not copying part of the problem correctly at one of the final steps when he was substituting. Since he showed all of his work, he only lost a point and a half because I could see that he had a good understanding on how to solve the problem. "Evan", on the other hand, just provided an answer to the question without setting up a system of equations or showing any work. This leads me to believe he used his calculator and the programs on it to find the equation. Therefore, I do not know if he understood how to do the problem without using his calculator. He only received one point out of six for this problem because he only gave an answer.

        Also, on the study guide, I included the skill of finding the coordinates of the x-intercepts of a quadratic function. I was extremely pleased with both "Oscar’s" and "Evan’s" responses to this question. Both students showed all of their work and arrived at the correct answer. As a result, the students received all of the points for that question. In addition, one of the vocabulary words on the study guide was "half-life". On the quiz, I asked students to complete a table given that the half-life of a substance is 50 days. In order to complete the chart, a student needs to have an understanding of the definition of half-life. I was very happy to see that both students correctly completed the chart, which shows me that they have a good understanding of that vocabulary word.

        I was pleased with both "Oscar’s" and "Evan’s" performance on the quiz. "Oscar" received a 46/50 on the quiz and "Evan" earned a 41/50. Both of the students improved their quiz scores, "Oscar" by 7 points and "Evan" by 2 points. Overall, I think that this study guide was helpful to my students. Many of them thanked me for making the study guide and said that they would like me to make it again for other quizzes and tests. I think that for my next study guide, I will involve the students in actually creating/completing it so they start to become more responsible for their own studying and preparation for assessments.

        In terms of my teaching, I have learned a lot from this assessment. Even though I have stressed showing all work in the past, I will continue to do this even more in the future. For example, if "Evan" had shown his work for question 5a he would not have lost so many points. Also, since "Oscar" did show his work for that question, he only lost a few points even though his final answer was wrong. It is important to note that on the top of all my assessments in the directions I state "show all of your work to receive full credit" and I always explain this orally to my students as well. For the next assessment, I will try to more clearly state exactly which problems students have to show work to receive full credit. Hopefully, this will help reinforce the importance of showing work even further and there will be less doubt on the student’s part whether or not they need to show work for a problem.