Quiz (Sections 8.18.2)
Unit 8  Day 7
Unit 8
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Day 11
Day 12
Day 13
Day 14
Day 15
Day 16
All Units
Writing a Precalculus Assessment

Include questions in multiple representations (graphical, analytical, tabular, verbal)

Write questions that reflect learning targets and require conceptual understanding

Include multiple choice and short answer or free response questions

Determine scoring rubric before administering the assessment (see below)

Offer opportunities to practice with and without calculators throughout the year
Questions to Include

Evaluate various limits from a graph, including in places where the function is continuous

Evaluate limits from tables

Interpret limit statements in words

Evaluate limits using direct substitution

Evaluate limits of rational functions that involve factoring

Evaluate limits related to the graphs of y=sin(x)/x and y=x/x and its transformations

Identify when a limit does not exist

Evaluate limits of piecewise functions

Determine parameter values so that the limit of a piecewise function exists
Grading Tips
Look for more than just correct answers. Give students feedback on their justifications, communication, and mathematical thinking. We recommend that you prepare a rubric for the free response and short answer items before you begin grading your quizzes or tests. Know what information is necessary for a complete and correct response and award points when a student presents that information. Many of the “Why did I get marked down?” questions are eliminated when you share the components that earn points.
Reflections
Our students really impressed us on this quiz! Students were able to parse limit notation and describe function behavior using limits. They were able to reason about when a limit does and does not exist, and were especially successful at evaluating limits from graphs. Some students still struggled to evaluate limits at a hole, especially when the output was defined as a different yvalue. This was especially true when the function was presented analytically and students had to factor, cancel, and resubstitute in the given xvalue.