Natania Riley

Fall 2020

FRIT 7236: Technology-Based Assessment and Data Analysis

Key Assessment

Stage 1

Multiple Choice

Objective 1: (Grade 1- Math: Place Value) When given choices, the student will be able to
distinguish the tens place value with 100% accuracy.

Question 1: What digit is in the tens place in 102?

A. 1

B. 2

C. 0

D. 02

Objective 2: (Grade 1 -Math: Addition) When given choices, the student will be able to
distinguish which sum is greater than with 100% accuracy.

Question 2: Which sum is greater than 15?

A. 12+2

B. 8+5

C. 9+7

D.3+6

Objective 3: (Grade 1-Math: Comparing) When given choices, the student will be able to
compare and recognize a number that is less than 100% accuracy.

Question 3: Complete the comparison: 134>?

A. 100

B. 220

C. 598
D. 745  

Assessment Plan:

Reliability: 

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

In order to check to see if students’ results remain consistent, they will be assessed in the
beginning, middle, and end of the unit on place value. Students will be assessed on the end-of-
year milestone test.  By doing this, it will allow me to compare scores to see if the students know
the information and if the questions on the test are reliable or not.

Validity:

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

To check for validity, resources from the district level will be used to create the test questions on
place value. The answer choices from the test will determine if I execute the lesson right or if the
teaching needs improvement for future lessons.

Differentiation:

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

To differentiate and make accommodations, I can enlarge the text of the questions or have the
option for the text to be read aloud for those who may have difficulties reading the text. Another
accommodation is having speech to text for those who may have difficulties writing, they can
say their answer choice, and the software will write their answer choice for them.

Improving Student Learning:

Giving feedback back in a timely manner is one way to improve student learning. This allows the
student to see if they got the answer correct or not, and what they need to review if they did get it
incorrect. Another way to improve student learning is by assessing them on a weekly basis to
know if the students are grasping the material correctly. For the ones who are having difficulties
with the material, placing them into a small group and working with them closely can help them
with understanding the material.

Improving Future Assessments:

For improving future assessments, I can reword the questions a different way or have some
higher-order thinking questions about place value for students to answer. This will give the
students a chance to use the information they know and learned about place value to answer the
questions.  
Essay & Short Answer
Objectives:
Students will understand the
position of each number in
the tens and ones place.
Students will understand the
position of each number in
the tens and ones place.
Students will understand
addition through a word
problem.
Objectives:
Students will compare and
explain how many more
through a number story
problem
Students will add and
explain how many in total
through a number story
problem
Level: Short Answer Questions:
Understand I am a two-digit number. I am larger than 50.
Conceptual I am smaller than 90. Both my digits are the
Knowledge same. Who am I?
Understand I am less than 6 tens. I am more than 3 tens.
Conceptual My ones digit is three more than my tens
Knowledge digit. Who am I?
Understand Jane got 4 new shirts on her birthday. If she
Conceptual already had 6, how many shirts does she
Knowledge have now?
Level: Essay Questions:
Understand Solve the number story. Write a number model to
Conceptual explain your thinking.
Knowledge
Ethan draws 8 houses. Mia draws 4. Who
draws more houses? How many more?
Understand Solve the number story. Write a number model
Conceptual and draw to explain your thinking.
Knowledge
Raven was dressed and ready for her party!
She wore tights with 3 purple stripes, 5 green
stripes, and 2 pink stripes. How many total
stripes were on her tights?
 Students will compare and
explain how many more
through a number story
problem
Understand Solve the number story. Write a number model to
Conceptual explain your thinking.
Knowledge
Isabella reads 4 books. Tommy reads 7. Who
reads fewer books? How many fewer?

Assessment Plan:

Students will complete the assessment at the end of the unit after spending time learning and
understanding place value, addition, subtraction, and comparing numbers. The short answers and
essay questions will allow me to check for understanding and see if students may have any
misinterpretations that will call for the need to re-teach those concepts in the future

Improving item reliability:    

According to Nitko and Brookhart (2014), reliability is the degree to which students’ results
remain consistent over replications of an assessment procedure. To improve item reliability, I
will provide a grading scale that breaks down the points for each question.  The question will
show how many points it is worth. Students will spend a few weeks in the unit learning and
understanding the material before taking the assessment. They will spend time participating in
activities, demonstrations, and collaborating with their peers.

Improving item validity:

According to Nitko and Brookhart (2014), validity means that the assessment items measure
what they are intended to measure. The objectives come directly from the district and used
throughout the teaching of the unit.

Differentiation of Instruction:

To differentiate and make accommodations for those students with IEP or learning disabilities,
enlarging the text of the questions will be available. Students will have the option of having the
test questions read to them and the option of using speech to text to provide their answers when
on the computer.

Improving Student Learning:

I will utilize the results from the assessment to check for any misinterpretations a student may
have had. The data will help plan any future re-teaching on a specific area of the unit.

Improving Future Assessments:

The results from the assessment will be used throughout the grade level to check and see if
there’s an area that will need adjustment for future lessons. Teachers will meet and evaluate the
test as a whole and check to see if any questions need to be changed/revised before administering
the test in the future.

Higher Order Thinking

Objectives: Level & HOTS

Type:

Students will compare and Understand If Kallie has 10 books and Maia has 4, draw
explain how many more Conceptual a picture and explain why Ethan has more
through a number story Knowledge books than Maia.
 problem

Students will compare and Understand You have to share your 8 candies with your
explain how many more Conceptual sister. How many will each of you get?
through a number story Knowledge Draw a picture to justify your answer.
problem

Students will compare and Understand Jacob made 31 paper airplanes but only 17
explain how many more Conceptual would fly. How many airplanes wouldn’t
through a number story Knowledge fly? Draw a picture to demonstrate the
problem number of airplanes that wouldn’t fly.

Assessment Plan:

These assessment items can be given after students complete the unit or at the end of the year as
a summative assessment of the 1st-grade math curriculum.

Improving item reliability:

According to Nitko & Brookhart (2014), reliability is the degree to which students’ results
remain consistent over replications of an assessment procedure. To improve item reliability, I
will provide a grading scale that breaks down the points for each question.  The question will
show how many points it is worth. Students will spend a few weeks in the unit learning and
understanding the material before taking the assessment. They will spend time participating in
activities, demonstrations, and collaborating with their peers.

Improving item validity:

As stated in Nitko & Brookhart (2014), validity means that the assessment items measure what
they are intended to measure. The objectives come directly from the district and used throughout
the teaching of the unit.

Differentiation of Instruction:

To differentiate and make accommodations for those students with IEP or learning disabilities,
enlarging the text of the questions will be available. Students will have the option of having the
test questions read to them and the option of using speech to text to provide their answers when
on the computer.

Improving Student Learning:

I will utilize the results from the assessment to check for any misinterpretations a student may have had.
The data will help plan any future re-teaching on a specific area of the unit.

Improving Future Assessments:

The results from the assessment will be used throughout the grade level to check and see if
there’s an area that will need adjustment for future lessons. Teachers will meet and evaluate the
test as a whole and check to see if any questions need to be changed and/or revised before
administering the test in the future.

Performance

Objective: Count to 120, starting at any number less than 120. In this range, read and write
numerals and represent a number of objects with a written numeral.

1.      Performance Assessment: (A6 Factual Knowledge, Create)

Students will pick 20 different numbers and create a number book that illustrates the numbers
they chosen. (i.e. 15 butterflies represent the number 15.)

 
Objective: Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.

2.  Performance Assessment: (A6 Factual Knowledge, Create)

Students will examine several packages of individual raisin boxes. In sets of twos, students will
count how many raisins are in each box. They will record their answer in the chart below.
Students will answer the following questions: Which box had the most raisins? Which box had
the least raisins? Why do you think there are a different number of raisins in each box?

Example:

Raisin How Many? More? Yes or No Less? Yes or No Use Symbols to create equation
s

50 Yes No 50 >29
1.

2 29 No Yes 29 <50

1.        

2.        

1.        

2.        

1.        

2.        

Raisin How Many? More? Yes or No Less? Yes or No Use Symbols to create equation
s

       
1.

2        

1.        

2.        
 1.        

2.        

1.        

2.        

Objective: Add within 100, including adding a two-digit number and a one-digit number, and
adding a two-digit number and a multiple of 10, using concrete models or drawings and
strategies based on place value, properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and explain the reasoning used.
Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.

3.  Performance Assessment: (A6: Factual Knowledge, Create)

A small group of six soldiers came into a small town. They were very hungry, but none of the
townspeople offered them food. One of the soldiers announced that they would make stone soup.
“How do you make stone soup?” a townsperson asked. “Well,” the soldier replied, “you need a
big pot, water and a large stone.” The townspeople, very curious to see how stone soup was
made, gathered together the materials. The soldiers started to cook the soup over a fire they
made. Once the soup began to boil, a soldier said, “Sure this will be a tasty stone soup, but a
delicious stone soup would have additional ingredients.” The townspeople, now even more
curious, asked what extra ingredients might be added. “Well, for each person you would need 2
baby carrots, 3 green onions and 5 chunks of meat.”

What ingredients are needed to make a delicious stone soup for the 6 soldiers?

What ingredients are needed to make a delicious stone soup for 10 people?

What ingredients are needed to make a delicious stone soup for 25 people?

 Explain how you determined your answers.

 

Assessment Plan

Reliability

According to Nitko & Brookhart (2014), reliability is the degree to which students’ results
remain consistent over replications of an assessment procedure. To improve item reliability, I
will provide a rubric/checklist and a grading scale that breaks down the points for each task. The
question will show how many points it is worth. Students will have a rubric/checklist before they
start to know exactly what I’m looking for. Students will spend a few weeks in the unit learning
and understanding the material before taking the assessment. They will spend time participating
in activities, demonstrations, and collaborating with their peers.

Validity

As stated in Nitko & Brookhart (2014), validity means that the assessment items measure what
they are intended to measure. The objectives are written from the 1 grade Georgia Performance
st

Standards that students will be formally assessed on each year.

 
Differentiation

To differentiate and make accommodations for those students with IEP or learning disabilities,
enlarging the text of the questions will be available. Students will have the option of having the
questions read to them and the option of using speech to text to provide their answers when on
the computer. Students will be given extra time to complete assignments if needed. Students will have
fewer tasks to complete (they will complete 5 numbers in the number book versus 15).

 
Improving Student Learning

The students will be given the chance to ask any questions they may have on the assignment to
have a clear understanding before starting. After students complete the tasks, I will utilize the
results from the tasks to check for any misinterpretations a student may have had. The data will
help plan any future re-teaching on a specific area of the unit.

Improving Future Assessments

The results from the assessment will be used throughout the grade level to check and see if
there’s an area that will need adjustment for future lessons. Teachers will meet and evaluate the
test as a whole and check to see if any questions need to be changed and/or revised before
administering the test in the future.