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Measuring Up: Prototypes for Mathematics Assessment
The child explores the software productively, creating interesting patterns. Trial-and-error is used systematically to see how changing the initial design and the rotations in the arrows affect the final quilt. The effects of varying the order in which the arrows are used are explored, and the child keeps track of intermediate results in a sensible way (by saving files appropriately). The child can explain clearly why or how the final "favorite quilt" is attractive and how it was produced.
Characteristics of the medium response:
The child understands how the software operates and can create interesting quilts with it. There is not, however, a systematic approach used in exploring the effects on the final quilt of individual changes in the arrows. The idea of working backwards is difficult, and often the predicted arrows do not produce the desired result. The explanations of why the final quilt is interesting and the steps that were used to create it are not completely clear.
Characteristics of the low response:
The child can make quilts using the software, but they are more the result of random trials than any sort of thoughtful planning. Intermediate results are not recorded in any systematic way, so that comparisons of quilts made with the same arrows in different orders, for example, cannot be made. The final quilt of Day 3 shows little sense of balance or form.
Children's Computer Workshop (formerly a component of Children's Television Workshop) developed a version of this software to run on a Commodore 64 computer.