Amber Brethour Module 2 Assignment 1 Math Interventionist (K-5)

1. Target-Method-Match + Blueprint
Enter Unit
Outcome number
Example: SS8.1 Enter the High Achievement Unit Outcome below.
(Social Studies
8th Grade, 1st unit)
Students will compose rectangular arrays up to 5 rows and 5 columns, then model repeated addition and write an equation to express the
MA.2.4 total and answer real-world problems.

Target Type Summative Assessment Assessment Blueprint

Learning Targets for High Achievement Unit Outcome (See Figure 4.3 in Method
textbook)
K = Knowledge
R = Reasoning You can have more than one Sample Size
(The Learning Targets should fulfill the High Achievement Unit Outcome
and have a variety of verbs from all levels of Bloom’s Taxonomy.)
S = Skill assessment method for each %
P = Product Learning Target.
Learning
Target Learning Targets K R S P SR WR PA PC Test
Number Selected Written
Response Response
Performance
Product
Personal
Communication Items
Points %
(Example: Project
SS8.1.1)
identify if groups are equal PC
MA.2.6.1 X PC PC 3 3 2 pts ea. 7
6 total
MA.2.6.2 arrange objects into equal groups and model repeated PA
addition, then write an equation X PA PA 1 1 12 pts 15
12 total
MA.2.6.3 use equal groups and develop equal rows and columns PA
X PA PA 1 1 8 pts 10
8 total
MA.2.6.4 describe arrays by their number of rows and columns SR
13
and write a repeated addition equation X SR SR 22 22 1 pts ea.
22 total
MA.2.6.5 model repeated addition and compose rectangular
PA
arrays up to 5 rows and 5 columns and write a repeated
X PA PA 1 1 4pts 12
addition equation
10 total
MA.2.6.6 determine if an array matches a repeated addition WR
equation and explain the reasoning X WR WR 3 3 3 pts ea. 19
9 total
MA.2.6.7 create rectangular arrays that answer real-world
PA
problems and develop equations that find the sum
WR WR 3 2 10 pts ea. 24
using repeated addition X
20 total
Amber Brethour Module 2 Assignment 1 Math Interventionist (K-5)

83 100
TOTALS*
Points Percent
*Note: Unit planners who use standards-based grading, first enter total points and total percent the same as those using traditional grading
systems. Then, below this blueprint, create a chart that displays the number of points equivalent to each grading level.

2. A summary paragraph of the value of determining Target Types, matching the Learning Targets to assessment methods,
and making a Blueprint.

When starting a unit, it is vital to plan not only your instruction but also the formative and summative assessments that will be
used to assess learning. Chappuis and Stiggins 2020 stated that “creating or selecting an assessment without having a blueprint can
result in mismatches between instruction and assessment. Without such a plan, an assessment may not measure what you intend
it to measure (p. 123). Creating a blueprint is a great way to ensure that assessments are planned appropriately and measure
learning accurately. During the planning process, the content standards need to be broken down into clear and measurable
learning targets. Chappuis & Stiggins (2020) found that “clear learning targets are essential for sound assessment. We can’t assess
accurately what is not clear” (p. 97). Learning targets should be clear for students as well as teachers and should drive instruction.
Although learning targets within a unit might go together or build off each other, each target is likely to address a different type of
learning. These are known as, learning target types and can be categorized as knowledge, reasoning, skill, or product. Learning can
ask students to recall information, apply their knowledge in authentic contexts, demonstrate a skill, or create a product. It is vital
to match learning targets with accurate learning classifications because “you cannot select the appropriate assessment method
without knowing the target type” (Chappuis & Stiggins, 2020, p. 53). Knowing what learning is expected within each learning target
allows teachers to know to assess students and measure learning outcomes appropriately. The four assessment types include
selected response, written response, performance, and personal communication and each one requires students to use different
ways to demonstrate their learning. Assessments should not be similar and are not commutable, in fact, “some assessment
methods are better matches for certain types of learning than others” (Chappuis & Stiggins, 2020, p. 105). The goal is to use
assessment methods that accurately and efficiently assess the specific learning within each learning target.