Module 4: Target-Method-Match Template for Performance

Unit Outcome # Write High Achievement Unit Outcome below

M2.3 Students will represent and solve addition problems within 100

Target Type Summative Assessment Method

Learning Targets for High Achievement Unit Outcome
K = Knowledge
(The Learning Targets should fulfill the High Achievement Unit Outcome and have a variety of
R = Reasoning Note: PA (Performance assessment)
measurable verbs from all levels of Bloom’s Taxonomy.)
S = Skill P = Product includes creating Products or Projects

Learnin Learning Targets K R S P SR WR PA PC

Selected Written Performance Personal
g Target Response Response Product Com
# Project

M2.3.1 Compose addition equations X X X

M2.3.2 Select 2 addends on a 100’s chart, and then find the sum X X X

M2.3.3 Solve addition equations using an open number line X X X X

M2.3.4 Decompose addends to solve addition equations X X X

M2.3.5 Draw quick tens to symbolize addends, and then solve 1 and 2 step X X X
addition problems

M2.3.6 Select and utilize an addition strategy to add 2 digit numbers X X X X

M2.3.7 Make use of math vocabulary to explain how to use an addition strategy X X X X
 Name: _________________________
_________/18 points

Topic 3 Performance Assessment: Add within 100 using

Strategies
Unit Outcome:
M2.3 Students will represent and solve addition problems within 100
Learning Targets:
M2.3.2 Select 2 addends on a 100’s chart, and then find the sum
M2.3.3 Solve addition equations using an open number line
M2.3.4 Decompose addends to solve addition equations
M2.3.5 Draw quick tens to symbolize addends, and then solve 1 and 2 step addition problems

Performance Assessment (M2.3.2-5)

Materials Needed:
 Ipad (SeeSaw)
 Whiteboard
 Dry Erase Marker and Eraser
 Math Kit (100’s chart, open number line)
Timeline:
 You have 2 math periods to complete this assignment. I will be walking around to monitor as you work.
Directions:
 You will record yourself completing addition equations using various addition strategies.
 Open the SeeSaw assignment titled “Topic 3 Performance Assessment” then tap “add response”
 There are 4 pages that tell the strategy you are to use to solve the equation.
 The addition equation is written. You must find the sum and record yourself working out the problem.
 Please explain your thinking as you work through your problem.
For each strategy video:
 Set up your iPad so that I can clearly see your board and hear your voice.
 Rewrite the equation on your whiteboard.
 Begin solving using the specific strategy and explain your thinking. (Use Math Kit materials for Page 1-2)
 Record yourself until you are done solving, then stop recording and insert the video onto the page.
 Write the sum using the TEXT tool.
 Move onto the page to complete the next strategy.
 Be sure to speak up and talk clearly!
 Check each page before submitting.

Snap Shots of SeeSaw Pages (M2.3.2-5)

Page 1 Page 2
Page 3 Page 4

Page 5
 Performance Assessment Rubric (M2.3.2-5)
Targets 3 points 2 points 1 point 0 points Points
Earned
Page 1 -M2.3.2: Student correctly Missing 1 of the 3 Missing 2 of the 3 Missing ALL needed
Select 2 addends on rewrites equation, needed components needed components components
a 100’s chart, and correctly shows work (correct equation, (correct equation, (correct equation,
then find the sum using 100’s chart, work, or sum) work, or sum) work, or sum)
finds correct sum
Page 2- M2.3.3: Student correctly Missing 1 of the 3 Missing 2 of the 3 Missing ALL needed
Solve addition rewrites equation, needed components needed components components
equations using an correctly shows work (correct equation, (correct equation, (correct equation,
open number line using open # line, work, or sum) work, or sum) work, or sum)
finds correct sum
Page 3- M2.3.4: Student correctly Missing 1 of the 3 Missing 2 of the 3 Missing ALL needed
Decompose addends rewrites equation, needed components needed components components
to solve addition correctly shows work (correct equation, (correct equation, (correct equation,
equations using break apart, work, or sum) work, or sum) work, or sum)
finds correct sum
Page 4- M2.3.5: Student correctly Missing 1 of the 3 Missing 2 of the 3 Missing ALL needed
Draw quick tens to rewrites equation, needed components needed components components
symbolize addends, correctly shows work (correct equation, (correct equation, (correct equation,
and then solve 1 and using quick 10s, finds work, or sum) work, or sum) work, or sum)
2 step addition correct sum
problems
Feedback Total Points

/12
 Video and Voice Rubric
Targets 3 points 2 points 1 point 0 points Points
Earned
Video Quality Clearly shows the Shows the Shows the whiteboard No video.
whiteboard with whiteboard with with equation and
equation and equation and addition strategy but
addition strategy. addition strategy very hard to see.
but somewhat
hard to see.
Voice Quality Speaks loud and Speaks loud but Does not speak loud or No voice.
talks clearly. does not talk clearly.
clearly.
Feedback Total Points

/6
Assessment Strengths and Weaknesses

I think that this performance assessment is strong because students are able to show mastery for each learning target and
the expectations are consistent for each target. I also feel like it is strong because students are familiar with the SeeSaw format of
showing work and it may seem less intimidating than a traditional paper pencil test. Typically I would use a combination of the other
methods of assessment such as selected and written response to also assess some of these learning targets. I believe this
performance assessment will also help me gage each student’s level of mastery because I will get to actually see and hear them work
through each strategy as if I were processing through their perspective. The biggest weaknesses that I see are the confidentiality in
recording videos and the student’s comfortability. I would need to ensure a way that prohibits students from listening to their peers
as they are recording so they don’t copy them. I would also need to make sure students have had practice recording themselves
because some kiddos don’t feel comfortable on camera.
Validity Checklist

__x___ Assessment Construction: Did you follow the specific guidelines for creating questions for each assessment type, such as selected
response, written response, performance, or personal communication?

___x__ Coverage and Alignment: Did you compare—question by question—the test items to the outcome and components? You should be
able to show precisely where each question matches an outcome or component/learning target. Likewise, there should be no
components/learning targets untested.

__x___ Variety and Bias: Examine the assessment items, as a whole, to ensure they support a variety of learning styles or multiple intelligences.
Did you avoid using language that might be offensive to students based on their gender, ethnicity, socioeconomic status, religion, or
other group-defining characteristics? Also, did you avoid using a context that might be unfamiliar to some of the students being
assessed?

__x___ Vocabulary: Check your vocabulary and grammar. For example, a third grade test should not have any words above a third grade
reading level unless they are specialized words in the content of the outcome, such as photosynthesis in a science outcome. Likewise, at
all levels, keep grammar as simple as possible. Unless you are testing grammar or higher-level reading comprehension, don’t use
complex, compound sentences, or items set off in parentheses. To do so is to cause a reading comprehension issue. Students may know
the subject content very well, but they get bogged down in the way the questions or instructions are worded.

__x___ Format: Be sure to consider the format of your assessment. Font size should be age-appropriate. Any graphics should be clear enough
and large enough for good viewing, and easily located from the related test questions. Be sure to leave ample space for students to
write answers if it is a paper test.

__x___ Scoring and Criteria: Be sure each item can be scored reliably and efficiently using criteria and a key by a variety of testers. Did you
attach the key and/or rubric? Have levels of performance been established? A description should exist of what student performance
looks like at each level, including establishing rubrics or cut scores that differentiate among the levels (Beginning, Progressing, Proficient,
Advanced, for example).

___x__ Administrative Guidelines: Is there a standard set of directions for all teachers administering the assessment? Does it include
information such as how long the assessment should take, in what time frame it should be administered, what directions the teacher
should give, and how much and what kinds of assistance the teacher should offer students who struggle or ask questions?

Taken from Pathways to School Improvement, 2017, Curriculum Leadership Institute, Emporia, KS