Utah Standards Academy 2014, Level 1, Day 4, Page 28
Types of Assessment
TYPE / DEFINITION / PURPOSEInterim Assessment / An assessment given a few times throughout the year. Items and questions may be aligned to core standards within all domains of the core. / This assessment will help parents, teachers, and students know whether students are on the right trajectory for end-of-year success. These assessment results will help teachers adjust instruction to support student growth.
Common Assessment / Any assessment given by multiple teachers with the intention of collaboratively examining the results for shared learning, instructional planning and/or modifications to instruction and assessment. / This assessment allows teachers to compare their classroom results to other classrooms in their grade-level. This provides an avenue for teachers to share strategies for instruction and intervention.
Checking for Understanding / Strategies teachers use to monitor student understanding of intended objectives during instruction and adjust instruction accordingly. / By doing this, teachers are able to make the most of instructional time by responding to student needs immediately. If students understand, the teacher may move forward or go deeper. If they do not understand, the teacher may stop, slow down and scaffold.
Exit
Ticket / A quick one or two problem assessment used to determine student understanding of intended objectives for a specific lesson. / This assessment allows teachers to quickly determine which students understand the lesson objective and which do not. They are able to reteach for immediate intervention. This assessment may also highlight common misconceptions to be addressed in the next lesson.
Quiz / An assessment with a few questions within a cluster of the core. May be multiple-choice or constructed response. / This assessment allows teachers to determine understanding and retention of several learning objectives within a cluster of the core before completing instruction in a unit.
Unit Test / An assessment with questions within a cluster or domain of the core used to assess understanding of an entire unit. May be multiple-choice or constructed response. / This assessment allows teachers to determine understanding and retention of learning objectives within an entire unit.
SAGE
Summative / Student Assessment of Growth and Excellence: Utah’s new computer adaptive assessment system, aligned to the state’s English language arts, mathematics, and science standards administered at the end of the school year / This assessment gives students the opportunity to display the depth and breadth of their proficiencies. It will allow Utah educators to more accurately measure the full range and depth of content achievement for all students. Results will be used for UCAS (Utah’s Comprehensive Accountability System).
Performance Assessment / An assessment in which the student actually demonstrates the skills the assessment is intended to measure by doing real-world tasks that require those skills, rather than by answering questions asking how to do them. / This assessment allows teachers to see varying levels of student mastery towards learning objectives rather than if they simply meet or do not meet the objectives.
Rubric / A set of criteria for scoring the responses on a performance assessment. Sometimes called a "scoring guide." / This tool allows teachers to differentiate between what indicators of the learning goal the students understand and which they do not. This also allows teachers to differentiate between the levels of mastery students have demonstrated towards those indicators.
Self- Assessment / This practice involves students rating themselves on how well they understand concepts as well as how they perform on assessments. / This practice allows teachers to see how well students feel they understand the learning objectives. This also allows students to take ownership of their learning..
Assessment Data / Organized information of student performance on an assessment. This may include the average percent of students that answered each question correctly, the incorrect answers students chose, and individual student scores. / This is a tool for teachers to analyze their instruction, which concepts students have mastered, which concepts need whole-class re-teaching, and which students needs additional intervention.
Constructed Response / Any assessment in which the student must supply the answer to each question, instead of choosing it from a list of possibilities. Responses can be written on paper or typed into a computer. / This type of assessment allows the teacher to see if students can generate answers on their own without being able to choose them from a list.
Multiple-Choice / An assessment question that requires the student to choose the correct answer from a limited number of possibilities, usually four or five. / This assessment is easy to score and lends itself to easier data organization and analysis. Teachers may identify common misconceptions by incorrect answer choices chosen by students.
Tracking and Reflecting / This is a process in which students keep records or their progress towards learning goals and reflect on what they have learned and still need to learn. / This practice allows students to take ownership of their learning, becoming more engaged in instructional and assessment practices.
Non-Traditional Item Types / Question types that are not just multiple-choice or constructed response. These may include drag and drop, hot spot, equation editor, graphic response, matching, etc. / These types of questions allow students to demonstrate knowledge in a variety of formats. They allow teachers to see more of a depth and breadth of what students can demonstrate about understanding.
Adaptive Testing / A type of testing in which the questions presented to the student are selected on the basis of their previous responses. Good performance by the test taker leads to harder questions; poor performance leads to easier questions. / This type of assessment uses testing time more efficiently, by not giving test takers any questions that are much too easy or much too difficult for them. This requires special procedures for computing test takers' scores, because many different combinations of questions are possible.
Name: Date:
I am showing what I know about:
How well do you get it?
Name: ______
Problem:
Picture / EquationName: ______
Problem:
Picture / EquationName:
Monday
1 2 3 / Name:
Tuesday
1 2 3
Name:
Wednesday
1 2 3 / Name:
Thursday
1 2 3
Checking for Understanding in a Lesson
Math Standard: ______
Lesson Objective: ______
______
3 Quick Checks for Understanding during the Lesson (Be Specific)
1)______
______
2)______
______
3)______
______
Exit Ticket
Checking for Understanding in a Lesson
Math Standard: 3.OA.1: Interpret products of whole numbers (e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each). For example, describe a context (story situation) in which a total number of objects can be expressed as 5 x 7.Lesson Objective: Today we are learning to describe products in multiplication as the total number of objects in equal groups.
3 Quick Checks for Understanding during the Lesson (Be Specific)
1) There are 4 cookies on 3 plates. Show me a picture on your white boards of the total number of cookies in the equal groups.
2) Draw a model of 5 equal groups with 6 objects in each group. Explain what the product is to your neighbor. I’m going to call on a few students to share with the class.
3) Hold up 1, 2, or 3 fingers in front of your chest. Show me 3 if you feel very confident that you understand how products are found from equal groups of objects and you could explain this to the class or another student. Show me 2 if you feel like you understand how products are found from equal groups of objects, but you need some more practice. Show me 1 if you feel confused or still need a lot of practice to understand products and equal groups.
Exit Ticket
Name: ______Date:______Frank bought 6 boxes of crayons. Each box of crayons had 8 crayons in it. How many total crayons does he have? Solve the problem with a picture and an equation.
What is the product? ______
What does the product tell you?
Rate your Understanding: 1 2 3
Kindergarten Building Teen Numbers Task (K.NBT.1)
Teacher says, “Selma has 17 crayons, but only ten can fit in a box. Show me the ten crayons that can fit in the box and the other crayons that don’t fit in the box. Show me with the cubes, a picture, and an equation.”
Teacher Records Student Work with Objects1-Below Grade Level / 2-Approaching Grade Level:
Parts of the model are correct / 3- At Grade Level / 4- Expert
-Inaccurate model
-Does not match the number / -The total number is obvious, but not shown as a group of ten ones and seven ones / -Shows a group of ten ones and some ones, but made a minor mistake in counting / -The total number is obvious, and is shown as a group of ten ones and seven ones / -The total number is obvious, and is shown as one group of ten and seven ones
Picture
Equation
Kindergarten Building Teen Numbers Task Rubric
K.NBT.1-Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Teacher provides unifix cubes, paper, and pencil.
1-Below Grade Level / 2-Approaching Grade Level / 3- At Grade Level / 4- ExpertObjects / -Inaccurate model
-Does not match the number / -Parts of the model are correct
-The total number is obvious, but not shown as a group of ten ones and seven ones
or
-Shows a group of ten ones and some ones, but made a minor mistake in counting / -The total number is obvious, and is shown as a group of ten ones and seven ones / -The total number is obvious, and is shown as one group of ten and seven ones
Drawing / -Inaccurate drawing
-Does not match the number / -Parts of the drawing are correct
-The total number is obvious, but not shown as a group of ten ones and seven ones
or
-Shows a group of ten ones and some ones, but made a minor mistake in counting / -Accurate drawing
-The total number is obvious, and is shown as a group of ten ones and seven ones / -Accurate drawing
-The total number is obvious, and is shown as one group of ten and seven ones
Equation / -Attempts to write an equation, but does not write a 10 and 7 / -Parts of the equation are present.
-The student may have 2-4 of the following written in any order: 10, 7, 17, +, = / -Equation includes all of the following: 10, 7, 17, +, =
-The symbols are mostly in order. / -Equation shows
10+7=17 or 17=10+7
Fourth Grade Adding and Subtracting Fractions Task (4.NF.3)
Pizza Party Leftovers
Two fourth grade classes had pizza parties and the teachers ordered so much pizza that both classes had a lot of extra pizza. Here are the amounts of pizza left over in each class.
Ms. Hawkins’ Class / Mrs. Gibbons’ ClassCheese / Pepperoni / Hawaiian / Supreme / Cheese / Pepperoni / Hawaiian / Supreme
48 / 28 / 78 / 1 18 / 228 / 58 / 38 / 68
For each question, use a picture and an expression or equation to represent the problem.
1. How much total pizza is leftover in Ms. Hawkins’ class?
2. How much more cheese pizza is leftover in Mrs. Gibbons’ class than in Hawkins’ class?
3. Use the information about the leftover pizza to create a word problem involving adding or subtracting fractions.
a. My problem involves (circle one): addition subtraction
b. Circle the pizza types and fractions you will use in your word problem.
Ms. Hawkins’ Class / Mrs. Gibbons’ ClassCheese / Pepperoni / Hawaiian / Supreme / Cheese / Pepperoni / Hawaiian / Supreme
48 / 28 / 78 / 1 18 / 228 / 58 / 38 / 68
c. Write the word problem. Be sure to ask a question.
______
d. Represent the word problem with a picture and
expression or equation. Solve for the answer.
Pizza Party Leftovers Rubric Core Standard(s): 4.NF.3 (a-d)
Learning Target: Students will demonstrate understanding of addition and subtraction word problems with fractions and mixed numbers having like denominators.
Indicator / Level 4: Demonstrates Substantial Understanding / Level 3: Demonstrates Partial Understanding / Level 2: Demonstrates Minimal Understanding / Level 1: Demonstrates No Evidence of UnderstandingRelates Addition and Subtraction Operations to Word Problem Contexts / Correctly identifies operation to solve word problems in Questions 1 and 2. Correctly creates a context for the operation selected in Question 3. / Correctly identifies operation to solve word problems and/or correctly creates a context for the operation in 2 of the 3 questions. / Correctly identifies operation to solve word problems and/or correctly creates a context for the operation in 1 of the 3 questions. / Correctly identifies operation to solve word problems and/or correctly creates a context for the operation in none of the 3 questions.
Composes and Decomposes Fractions to Calculate Sums and Differences / Correctly calculates sums and/or differences in all 3 of the problems. / Correctly calculates sums and/or differences in 2 of the 3 problems. / Correctly calculates sums and/or differences in 1 of the 3 problems. / Correctly calculates sums and/or differences in none of the 3 problems.
Question 1: 2 and 6/8 or 22/8 pizza leftover in Ms. Hawkins’ class
Question 2: 1 and 6/8 or 14/8 more cheese pizza
Question 3: Student questions and answers will vary
Pictorial Models / All 3 models accurately represent the fractions in the problems and clearly show evidence of the operation being used. / 2 of the 3 models accurately represent the fractions in the problems and clearly show evidence of the operation being used. / 1 of the 3 models accurately represents the fractions in the problem and clearly shows evidence of the operation being used. / None of models accurately represent the fractions in the problems and clearly show evidence of the operation being used.
Expressions or Equations / All 3 expressions or equations correctly show addition and/or subtraction symbols and the terms being added or subtracted. / 2 of the 3 expressions or equations correctly show addition and/or subtraction symbols and the terms being added or subtracted. / 1 of the 3 expressions or equations correctly show addition and/or subtraction symbols and the terms being added or subtracted. / None of the expressions or equations correctly show addition and/or subtraction symbols and the terms being added or subtracted.
Fifth Grade Volume Task (5.MD.3,4,5)