Brittany Lord

Fall 2019
FRIT 7236

Technology-Based Assessment and Data Analysis

Key Assessment

Stage 1: Multiple Choice

Grade Level: 5
Content Area: Math

Objective​: Students can use multiplication to multiply a three-digit factor by a two-digit factor.

Level and type:​ Application of mathematical procedure.

Question 1:​ 394 x 16

a. 2238
b. 5784
c. 6304
d. Other

Objective 2: ​Students can write numbers in expanded form, standard form, or written form.

Level and type: ​Application of mathematical knowledge.

Question 2:

(2 x 10) + (4 x 10) + (6 x 1/10) + (7 x 1/1000)

Which of the following correctly shows the standard form of the above number.
a. 2467
b. 24.67
c. 24.067
d. 24.607

Objective 3: ​Students can compare decimal numbers to the thousandths place.

Level and type: ​Application of mathematical knowledge.

Question 3:

Which symbol correctly compares the following numbers: 3094.31 ____ 309.431?

a. >
b. <
c. =

Assessment Plan

Reliability

Reliability is the degree to which students’ results remain consistent over replications of
an assessment procedure (Nitko & Brookhart 2014).

As stated in the book, questions like a posed her come with a disadvantage of reliability.
Reliability is heavily dependent on the scorer in these situations, and I believe the best
way to ensure that we are as reliable as possible is to provide a detailed rubric so that
the students and the scorer stay focused.

Validity

Validity is the soundness of your interpretations and uses of students’ assessment

results (Nitko & Brookhart 2014).

As long as I stay focused (via the use of a rubric) on the exact information that I am
trying to pull from these questions, which is whether or not the students have a grasp on
the information, I feel the validity will be fairly high. Especially since I will be able to use
the results to further instruction.

Differentiation
Differentiated instruction refers to instructional practices that are altered to meet the
needs, abilities, interests, and motivations of students (Nitko & Brookhart 2014).

I believe that the questions will definitely present an opportunity for differentiation as the
results are analyzed as students will be able to be grouped based on their similar
performances. During the answering of the questions, extended time will be given to
those who have 504 plans in place with that accommodation.

Improving Student Learning

Since the questions that I have created give way to differentiation and further
instruction, I will be able to improve their learning through those practices. Feedback will
also allow the students to focus themselves where needed.

Improving Future Assessments

As I analyze the results that are obtained as students answer these questions, I can use
it to improve in the future by identifying parts of questions or questions that do not have
high rates of correct responses. If this is the case, something is either wrong with the
item or the instruction. Therefore, I can attempt to modify it and reanalyze the results
myself, with peers, or with students.

Short Answer and Essay

Grade: 5
Subject: Science

Objective Level/Type Short Answer Question

I can compare and contrast Recall factual knowledge What are the differences in a
animal and plant cells. plant cell and an animal cell?

I can compare and contrast Understand factual Explain why it is necessary

animal and plant cells. knowledge for plant cells have organelles
that are not found in animal
cells?

I can compare and contrast Understand factual Explain the differences in

instincts and learned knowledge. instincts and learned
behaviors. behaviors.

Objective Level/Type Essay Question

I can identify surface features Understand conceptual Explain how constructive and
and the destructive or knowledge destructive processes have
constructive processes that shaped the Earth over time.
created them. Your answer should include
the impact of weathering,
erosion, and deposition.

I can form an argument that Understand factual Explain a beneficial impact of

some microorganisms are knowledge microorganisms on humans.
helpful.

I can identify surface features Understand factual Explain the role of organisms
and the destructive or knowledge in regards to the changing
constructive processes that surface features of Earth.
created them.
 Assessment Plan

Reliability

Reliability is the degree to which students’ results remain consistent over replications of
an assessment procedure (Nitko & Brookhart 2014).

I feel my questions are reliable as they will be presented again in weekly spiral reviews
as well as on benchmarks at the end of each nine weeks. I keep a running record of
students answers to use for comparison and reliability purposes.

Validity

Validity is the soundness of your interpretations and uses of students’ assessment

results (Nitko & Brookhart 2014).

I believe that my questions have a high validity. Question one has the highest validity
because it includes answers that are direct results of common errors such as not
dropping a zero and regrouping. It also allows students to choose other so they are not
forced to pick between one of the given options if they commit an error of another type.

Differentiation

Differentiated instruction refers to instructional practices that are altered to meet the
needs, abilities, interests, and motivations of students (Nitko & Brookhart 2014).

The questions when used as a Google Forms assessment will generate charts that
identify which students need intervention and/or further instruction. For the first problem,
students will be identified based on what error they made automatically if they choose
from the two given distractors. Students choosing the other option will also be grouped
together allowing me to analyze their scratch work to identify other errors that were
made to intervene on. The second question serves the same purpose as well without
having the other option. The third question is a little more cut and dry so the two
distractors will give me a firm understanding of future instruction. As time progresses
and these interventions have taken place, the students should be able to correctly
identify the answers to similar questions.
Improving Student Learning

Since the questions that I have created give way to differentiation and further
instruction, student learning should improve through these processes. Students should
be able to meet learning objectives with further instruction and practice as time
progresses.

Improving Future Assessments

As I analyze the results that are obtained as students answer these questions, I can use
it to improve in the future by identifying parts of questions or questions that do not have
high rates of correct responses. If this is the case, something is either wrong with the
item or the instruction. Therefore, I can attempt to modify it and reanalyze the results
myself, with peers, or with students. I do think I could also embed the math within
real-life scenarios once students start having high rates of success to ensure they see
the usefulness of the mathematical procedure.

Brittany Lord
FRIT 7236 (Fall 2019)
Higher Order Thinking

Higher Order Thinking Questions

Standard(s) :
● MGSE5.G.3 ​Understanding that attributes belonging to a category of two-dimensional
figures also belong to all subcategories.
● MGSE5.G.4 ​Classify two-dimensional figures in a hierarchy based on properties
(polygons, triangles and quadrilaterals).
Questions:

1. Using shapes 1-10 above, create a hierarchy that depicts their relationships with each
other. Explain how you sorted the shapes to create your hierarchy. (​Analyze Conceptual
Knowledge)
2. Use cards 11 and 12 to illustrate two shapes that are not currently shown then place these
two shapes in your hierarchy. Explain how you decided where these new shapes fit in.
(Apply Conceptual Knowledge)
3. Is it possible to create a different hierarchy using different titles but these same shapes? If
so, draw and explain the process for creating this new hierarchy. (Apply Conceptual
Knowledge)
 Assessment Plan
Reliability

Reliability is the degree to which students’ results remain consistent over replications of an
assessment procedure (Nitko & Brookhart 2014).

Within these higher order questions, there is a lot more objectivity. With the task given, the
students will need a rubric to ensure that results are reliable. The rubric would be fairly generic
as this task completion may look differently for various students. Success in this task may look
differently, but there has to be a conceptual understanding of shapes and their attributes to
complete a hierarchical diagram.

Validity

Validity is the soundness of your interpretations and uses of students’ assessment results (Nitko
& Brookhart 2014).

I believe that the validity of the questions are high as the task presented allows for the students to
show what they know. Students have been exposed to these shapes from early years, and this
task will allow them to show what they know about the shapes from the most basic
understanding and up. Even if the students are only able to place the shapes together based on
their sides, they are able to show the extent of their knowledge to allow me to base further
instructions on what they need to master the standard.

Differentiation

Differentiated instruction refers to instructional practices that are altered to meet the needs,
abilities, interests, and motivations of students (Nitko & Brookhart 2014).

Before the assessment piece is given, students will experience differentiation from the start as
formative assessments are given to group and drive instruction. During the assessment, students
will be given accommodations and modifications based on their IEPs. Students may also find it
beneficial to have the actual shape manipulatives accessible to create their hierarchy instead of
just the cards provided.

Improving Student Learning

Students should be able to perform this task at some level. As I said earlier, even if they are only
able to sort in the most basic ways, that will give me insight as to the next step necessary to
move them toward the goal of mastering the standard by filling gaps.

Improving Future Assessments

As I analyze the assessment results, I will be able to identify trends that signify weak points
within the assessment to be corrected. This will also allow me to see the strengths of the
assessments and build on those for the future.

Brittany Lord
FRIT 7236 (Fall 2019)
Performance Assessment

Performance Assessment

Task One
Objective: Reading and writing decimals. (Create Conceptual Knowledge)

● Part One: Student will use the ten grid and color crayons to model a garden. Once they
have decided what to plant, they will color the squares in to represent said flower. For
example, roses may be represented by coloring in a square red. Student will then use
decimals to show each representation.

● Part Two: Student will use graph paper to create a vegetable garden. Students will use a
10x10 portion of the graph paper and different color crayons to represent different
flowers. For example, students wishing to plant 23 green bean plants will color in 23
blocks with a green crayon. Once they have completed their 10x10 grid, they will use
decimals to represent each vegetable representation.

● Part Three: Write two comparative sentences that can be solved by looking at your
garden model.

Task Two:
Objective: Interpret fractions as division. (Create Conceptual Knowledge)

Adapted from K-5 Math Teaching Resources

● Students will create a scaled hiking trail map. Students will place the following items
along the trail:
○ Camping areas every fourth of the trail.
○ Food Wagons every fifth of the trail.
○ Water stations every eighth of the trail.
○ Juice and snack tables every sixth of the trail.
○ Recycling and Trash bins at every marker.
○ Kilometers markers at every twelfth, sixth, and half of the course.

Task Three:
Objective: Relate volume to real life situations. (Create Conceptual knowledge)

● Students will be required to create a toy box that will hold 160,000 cubic centimeters of
toys.
○ Part One: Students will draw two toy boxes labeled with dimensions that have a
volume of 160,000 cubic centimeters.
○ Part Two: Students will decide on which toy box is more suitable to fit in a child's
room and explain their decision.
 Assessment Plan

Reliability

Reliability is the degree to which students’ results remain consistent over replications of
an assessment procedure (Nitko & Brookhart 2014).

To ensure high reliability for all of these tasks, I will have rubrics in place that students
are able to use as guides. In addition to rubrics, I believe that checklists will need to be
in place especially for the toy box and hiking trail assessment pieces.

Validity

Validity is the soundness of your interpretations and uses of students’ assessment

results (Nitko & Brookhart 2014).

If my assessment pieces are valid, I will be able to establish insight to the current
understanding of the objective for each student. This means I can see where they are in
relation to mastering the objectives. Using these results, I can drive further instruction
by reteaching, intervening, and extending on the objectives.

Differentiation

Differentiated instruction refers to instructional practices that are altered to meet the
needs, abilities, interests, and motivations of students (Nitko & Brookhart 2014).

In these tasks, there is a lot of room for altercations. Giving students access to a list of
flowers and vegetables for the garden tasks will be a big help. Giving the students
parameters as to how many different types of plants is another differentiation technique.
As far as the hiking trail assessment, using larger paper to draw the hiking trail as well
as only taking the task one step at a time instead of throwing all of the necessary
inclusions at the students at one time will be very beneficial. Lastly, the students may
need to use smaller numbers to represent ring boxes or cereal boxes to prevent
becoming intimidated by the bigger number.
Improving Student Learning

To improve student learning, I will analyze the results to find trends within the data.
Using the information gathered, I would form reteach groups for students that need it. I
would also provide feedback on the activities via the rubric or personal conversations
(time permitting) then allow the student to see if they can make corrections to the
assessment.

Improving Future Assessments

As the students are completing these tasks, I will take notes on questions that are
asked and other activities that are occurring to help improve the assessment for future
use. I would also like to see the results from my partner teacher so that we can discuss
and refine for future purposes.