Jana Jordan

Fall 2019

FRIT 7236
Technology-Based Assessment and Data Analysis
Key Assessment

Multiple- Choice Questions

Grade Level: 2nd Subject: Math-Geometry
Google Forms

Objective 1: Second grade students are expected to be able to recognize and draw shapes with specific
attributes, to partition a rectangle into rows and columns and to partition circles and rectangles into two,
three or four equal shares.

1. Which shape has only 3 sides?

a. square
b. circle
c. triangle
d. pentagon

Level and Type: Students are required to apply factual knowledge.

Objective 2: Second grade students are expected to be able to recognize and draw shapes with specific
attributes, to partition a rectangle into rows and columns and to partition circles and rectangles into two,
three or four equal shares.

2. Which shape is divided into fourths?

a.

b.

c.

d.
Level and Type: Students are required to apply factual knowledge.
Objective 3: Second grade students are expected to be able to recognize and draw shapes with specific
attributes, to partition a rectangle into rows and columns and to partition circles and rectangles into two,
three or four equal shares.

3. A square is partitioned into two shares, named:

a. halves
b. thirds
c. quarters
d. sixths

Level and Type: Students are required to analyze conceptual knowledge.

Assessment Plan:

1. Improving item reliability- To really assess item reliability one must analyze student data over
time. Students will be given multiple opportunities to be assessed over learning objectives. These
opportunities will include, but not limited to, weekly progress monitoring (RTI data), formative
assessments, summative assessments, and school wide benchmark assessments which are given
multiple times throughout the year. Teachers can use assessment data to determine and analyze
questions that received mastery versus the questions that more than half of the class did not
receive mastery on. With multiple methods of evaluations, teachers are able to compare and
contrast student scores to determine areas of growth for mastery. It also reveals the level of
reliability of each assessment.
2. Improving item validity- Item validity determines if and how well the assessment questions are
learning objective-based. In efforts to increase item validity, students must be assessed on the
same learning target in varying methods (Brookhart, p. 28) Students will be required to complete
assignments that include more than just multiple choice responses. To achieve this, students will
complete assessments that go beyond multiple choice. This gives teachers and assessors an
opportunity to monitor and observe student strategies for solving any given math problems.
3. Differentiation of instruction- All students will participate in the differentiation of instruction
once student data from the pre-assessment has been analyzed. Student groups will be formulated
based on the assessment results. Grouping can be tricky at times, so to ensure the students were
 grouped correctly, progress monitoring will occur weekly. Based on the students' growth or
regression, they will all be placed in the group with learms like you. The grouping of students
then becomes fluid so that they are always receiving the instruction they require.
4. Improving student learning- In order to improve student learning, differentiation of instruction
must be in place. Formal and informal assessments will provide key information on how to
differentiate instruction in order to meet the needs of all learners.
5. Improving future assessments- Validity and reliability must be continually assessed and
monitored. Any changes in learning targets or standards means that the assessment must also be
updated.The cycle of determining validity of tests will repeat itself with any changes made.
Everyone at the school level, including administration, teachers, and all other staff members must
be involved with the creation, analyzation , and of course the assessment improvements. The
fluidity and validity of evaluations are essential in improving future assessments and student
growth.

Short-Answer and Essay

2nd Grade Math GSE Power Standard
MGSE2.G.1 Recognize and draw shapes having specified attributes, such as a given number of
angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons,
and cubes. MGSE2.G.3 Partition circles and rectangles into two, three, or four equal shares,
describe the shares using the words halves, thirds, half, a third, etc., and describe the whole as
two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not
have the same shape.

Objective Level and Short Answer Questions

Type
Students will be given a picture of a Remember
playground featuring varying shapes. With Factual
this task students will identify different Knowledge
shapes that they come across in their daily
routine.

Examine the scene of the

playground. There are many
different shapes that make up the
toys and play-equipment. Name,
draw, and describe clearly all
shapes you can see in the
playground picture.
After being instructed to form shapes Apply What would happen if you made
mentioned in the read aloud, “The Greedy Procedural a side longer? Would it still be
Triangle,” students will answer the listed Knowledge the same shape?
short answer questions. With this task,
students will explore the attributes of a
triangle and start to reason with other shapes
and learn more about polygons.
Students will be given a “net” or a pattern Apply How should this net be altered to
that is supposed to form a cube like the one Procedural successfully form a cube? In
below: Knowledge other words, what shape are we
missing and how will it need to
be assembled to form a cube?

However, the student’s net will not form a

cube. Their task is to determine what shapes
and how many of each shape is needed to
successfully form a cube.

Objective Level and Type Essay Questions

In this task, students Remember, Jessica and Katie wanted to share a cake
will explore equal parts Apply, and equally. The cake was in the shape of a
and start to learn about Evaluate rectangle. Katie said, “There are two ways to cut
halves and fourths. Procedural the cake to make equal size pieces. Either cut
Knowledge from one vertex to the opposite vertex or cut
from the midpoint of one side to midpoint of the
opposite side. Those are the only two ways to
make one straight cut and have two equal size
pieces.” Jessica said, “No, there are other ways
to make one cut and share the cake equally
besides the ways that you named.” Who is right?
Students should explain their thinking on their
student recording form using pictures and
words.
As a follow-up essay Understand When sharing, how do you make sure all parts
question, in this task, Procedural are equal?
students will explore Knowledge
equal parts and start to
learn about halves and
fourths.
In this task, students use Remember, Have group’s select one task card. They are to
their partitioning Apply and read the situation and determine a solution to the
strategies for equal parts Understand task. Students may use cake pans, play dough,
to solve different Procedural and craft sticks to act out the scenario. Students
 problems. knowledge should also share their thought processes
through numbers, pictures, and words.
What if everyone wanted two pieces, how would
this change the fraction of each piece? Would
that change the amount each person received?
Why or Why not?
Assessment Plan

These short answer and essay questions will be used to assess students once the unit is
completed.  With these standards, students will be given ample opportunity to take part in
varying geometrical hands-on activities to further comprehend these mathematical concepts.
Once students answer the questions, their results will provide cues as to the students' level of
mastery, and/ or if enrichment or intervention will be required.

1.Reliability
According to, Bookhart and Nitko, reliability is defined as to how consistent the results remain
over repeated uses of an assessment procedure. In order to display reliability of the assessment
questions, students will be given a pre-assessment aligned with the post assessment. Students
will be made fully aware of the learning objectives and how they will be assessed. Pre-
assessment will mirror the assessments students have in store, but possibly may exclude short
answer and essay questions. The format of each question will not regulate student understanding.
Students will be given certain hands-on tasks prior to assessing, to ensure level of understanding.
The data collected in all pre-assessment activities will be used to drive instruction.

2. Validity
Brookhart & Nitko mention that validity is “the assessment items measure what they are
intended to measure.”  The objectives and questions are from the 2nd Grade Georgia Standards
of Excellence. The questions come straight from the essential questions and standards using the
same vocabulary.   

3. Differentiation
Differentiated instruction is imperative for all leveled learners across the board. It is necessary to
immediately take into consideration the diverse student needs and abilities, as well as, interests
and motivators for learning. Students with identified learning disabilities will receive the
modifications to have questions read to them. Students who have difficulty writing, but can
explain processes orally will receive a special modification of someone writing word-for word
what they say. Technology can always be used to provide further assistance. If students have an
official IEP’s, they should always receive their specific accommodations to promote their
success.   

4. Improving Student Learning

Improving student learning is key in any form of assessment. Test item results will be inspected
to check for any student misunderstandings.  Once all student data has been collected and
examined, students will have an opportunity to re-assess if necessary. Before students reassess,
they will be provided the opportunity for re-teach lessons.

5. Improving Future Assessments

Validity and reliability must be continually assessed and monitored. Any changes in learning
targets or standards means that the assessment must also be updated. The cycle of
determining validity of tests will repeat itself with any changes made. Everyone at the school
level, including administration, teachers, and all other staff members must be involved with the
creation, analyzation, and of course the assessment improvements. The fluidity and validity of
evaluations are essential in improving future assessments and student growth.
In addition, to improve future assessments, the results of the test items must be analyzed to make
proper modifications to future evaluations.  Teachers can also collaborate with other teachers
from other grade levels (vertical alignment) about the results of the assessments and specific test
items. This collaboration will provide insight for educators if some of the test’s wording was
confusing based on patterns in student responses.

Higher-Order Thinking
Standards:

Reason with shapes and their attributes. MGSE2.G.1 Recognize and draw shapes having
specified attributes, such as a given number of angles or a given number of equal faces. Identify
triangles, quadrilaterals, pentagons, hexagons, and cubes. MGSE2.G.2 Partition a rectangle
into rows and columns of same-size squares and count to find the total number of them.
MGSE2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the
shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two
halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have
the same shape.

Objectives Levels & H.O.T. Questions

Types
MGSE2.G.1
After completing this unit,
students will be able to
“recognize and draw shapes
having specified attributes,
such as a given number of
angles or a given number of
equal faces” with 100%
accuracy. Students will analyze
factual and procedural
knowledge of a quadrilateral
and a cube.
MGSE2.G.1 Students will
reason with shapes and their
attributes. Using reasoning
skills, students will develop and
defend a theory to determine
which shape doesn’t belong.
MGSE2.G.1 Students will
reason with shapes and their
attributes. Using procedural
knowledge, students will create
a shape robot and analyze its
attributes with 100% accuracy
Analyze Factual 1. Explain how the attributes of these
and Procedural two shapes, Square and Cube, are
alike and different. First, draw a
Knowledge
picture of each above the correct
label. For full points come up with
two similarities and two differences
using math vocabulary.
Square Cube
Analyze
2. Analyze the picture below. Then
Factual
develop a theory to determine which
Knowledge
shape doesn’t belong. Test that
theory among the other shapes. Then,
defend your theory.
Create and Using the following shapes provided, create
a 2-D Shape Robot.
Analyze
Procedural
Knowledge
based upon the given rubric.
Then, analyze it’s attributes using the
following stems.
Assessment Plan:

The assessment plan for these testing items can be given as a similar pre-assessment, then as a
formative assessment after the first 10 days of the lesson progression. Then again, at the end of
the unit as a summative assessment. To progress monitor mastery, the assessment can also serve
as a part of a benchmark assessment throughout the year.

1. Reliability:

According to Brookhart and Nitko, “reliability is the degree to which students’ results remain
consistent over replications of an assessment procedure (2015).” In order to prove the reliability
of the assessment questions, students will participate in a pre-assessment with similar concept
questions before the unit standards are taught. Students will also have many opportunities to
participate in various unit activities that will ensure a deeper understanding of the concepts and
skills assessed.

2. Validity:

Validity has been defined as “ the soundness your interpretations and uses of students’
assessment results (Brookhart & Nitko, p. 38).” Post analysis of the data, my interpretation of the
student’s results would be valid based on the rubric.

3. Differentiation:

According to Brookhart & Nitko, “differentiated instruction refers to instructional practices that
are altered to meet the needs, abilities, interests, and motivations of students (2015).” All
questions will be differentiated based on the proper student’s modifications. To differentiate
instruction is to take into consideration the different needs in all learners, and their varying
abilities. Using this information, well thought out instructional practices are developed to meet
them at their level. Students that have specific learning disabilities will have questions read to
them.Students that may struggle with writing, but can verbally describe explicitly how to solve a
problem the process needed to solve a problem, will be allowed to orally explain answers. Being
in the 21st century, technology will be used to assist in assessments. Students with IEPs legally
should always receive the proper accommodations to ensure success.

4. Improving Student Learning:

There are several ways to improve student learning. Proper analyzation of the results of test
items will be examined to check for any misunderstandings and/or confusion students may have
experienced. Students will be provided with timely and effective feedback to ensure they are
aware of what areas can be improved. Students will be provided with the opportunity to reassess
if need be. Before reassessment, the students will undergo a “re-teach” lesson in hopes of
achieving mastery on the next evaluation.
5. Improving Future Assessments:

To improve future assessments, I would encourage myself to research even more options for
higher levels of Bloom's Taxonomy test items. I would then collaborate with the Math Coach at
school to improve test questions. I would plan to refine test items with the teachers on the next
grade up (3rd grade) to ensure questions are aligned with the third grade standards and to make sure
the questions are higher order thinking questions.

Performance Tasks
2nd Grade Math GSE Power Standards:

Reason with shapes and their attributesMGSE2.G.1 Recognize and draw shapes having
specified attributes, such as a given number of angles or a given number of equal faces. Identify
triangles, quadrilaterals, pentagons, hexagons, and cubes. MGSE2.G.3 Partition circles and
rectangles into two, three, or four equal shares, describe the shares using the words halves,
thirds, half, a third, etc., and describe the whole as two halves, three thirds, four fourths.
Recognize that equal shares of identical wholes need not have the same shape

Performance Task 1:
Performance Task 2:
Performance Task 3:
Assessment Plan:

1. Reliability

According to Bookhart & Nitko, reliability is determined by how consistent the results remain
over repeated uses of an assessment procedure (2015). Students will be provided with a checklist
detailing the desired end product to show the reliability of the performance task questions.

2.Validity

According to Brookhart & Nitko, validity means that the assessment items measure what they
are intended to measure (2015). The objectives and questions are from the 8th grade Georgia
Performance Math Standards. The assessment uses the same vocabulary and the questions come
straight from the essential questions and standards.
3.Differentiation

Differentiated instruction is imperative for all leveled learners across the board. It is necessary to
immediately take into consideration the diverse student needs and abilities, as well as, interests
and motivators for learning. Students with identified learning disabilities will receive the
modifications to have questions read to them. Students who have difficulty writing, but can
explain processes orally will receive a special modification of someone writing word-for word
what they say. Technology can always be used to provide further assistance. If students have an
official IEP’s, they should always receive their specific accommodations to promote their
success.   Extended time will be given to students who require it according to their IEP. If a
student has difficulty with writing, but can explain the process needed to solve a problem, they
should be allowed to orally explain answers and receive credit.

4.Improving Student Learning

Improving student learning is key in any form of assessment. Test item results will be inspected
to check for any student misunderstandings.  Once all student data has been collected and
examined, students will have an opportunity to re-assess if necessary. Before students reassess,
they will be provided the opportunity for re-teach lessons.

5.Improving Future Assessments

Validity and reliability must be continually assessed and monitored. Any changes in learning
targets or standards means that the assessment must also be updated. The cycle of
determining validity of tests will repeat itself with any changes made. Everyone at the school
level, including administration, teachers, and all other staff members must be involved with the
creation, analyzation, and of course the assessment improvements. The fluidity and validity of
evaluations are essential in improving future assessments and student growth.
In addition, to improve future assessments, the results of the test items must be analyzed to make
proper modifications to future evaluations.  Teachers can also collaborate with other teachers
from other grade levels (vertical alignment) about the results of the assessments and specific test
items. This collaboration will provide insight for educators if some of the test’s wording was
confusing based on patterns in student responses.