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Stage 1 FRIT 7236

Grade Level: 6th


Subject: Mathematics
Domain: The Number System
Standard: MGSE6.NS.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the
standard algorithm for each operation.

Multiple Choice Questions


Question 1:
Objective 1: When given a problem involving multi-digit decimals, the student will be able to
multiply decimals using the standard algorithm with some level of accuracy.

What is the product of 0.04 x 0.08?


A. 32
B. 0.32
C. 0.032
D. 0.0032
Level and Type: The student will need to apply procedural knowledge.
Question 2:
Objective: When given real-world problems involving decimals, the student will be able to
select the appropriate operation to solve routine and non-routine word problems.
Karley earns $8.40 per hour at her part-time job. On Saturday she worked 5 hours. What were
her total earnings for the day?
A. $40.00
B. $40.20
C. $42.00
D. $420.00
Level and Type: The student will need to apply conceptual reasoning to procedural knowledge.
Question 3:
Objective: When given real-world problems involving decimals, the student will be able to
select the appropriate operation to solve routine and non-routine word problems.
The grocery store is selling bananas for $0.35 per pound. How much will Zack pay for 3.6
pounds of bananas?
A. $1.26
B. $1.40
C. $3.95
D. $12.60
Level and Type: The student will need to apply conceptual reasoning to procedural knowledge.
Stage 1 FRIT 7236

Assessment Plan
a. Improving item Reliability-
Reliability is concerned with the consistency or dependability of a question, and is
analogous to the repeated use of a scale. To improve item reliability, the teacher will need
to test-retest reliability by administering the question multiple times. Also, the teacher
will need to include multiple choice questions that measure higher, more complex levels
of learning, and include questions with a range of difficulty with most questions in the
middle range. The students will be assessed on the item again during quarterly exams,
unit assessments, and benchmark. Collecting data over a period of time will ensure
students understanding of the content and reliability. If the students receives radically
different scores the second time, the test would have low reliability.

b. Improving item Validity-


Validity refers to the appropriateness, meaningfulness, and usefulness of any inference
made from a test score [American Psychological Association (APA), American
Educational Research Association (AERA), and National Council on Measurement in
Education (NCME), 1985]. To improve item validity, the teacher will need to use content
validity to include or represent all of the content of a particular construct. To develop a
valid multiple choice item of intelligence, the question needs to include verbal reasoning,
analytical ability, and every other aspect of the construct we call intelligence. This can
be accomplished by comparing data from other resources that are aligned with the
standard and learning objectives such as Common Core text and Georgia Standard of
Excellence framework task. Another strategy for determining the content validity of an
item is to ensure that it has a high correlation with other tests that purport to sample the
same content domain.

c. Differentiation of instruction
Differentiated instruction relies on understanding the diversity of students, while
accessing and analyzing data to create a successful learning environment. The teacher can
create and administer assessments that will help to identify student’s strengths and
weaknesses. In order to ensure differentiated instruction, the teacher will need to use the
data from assessments to determine three key indicators: student readiness, learning
profile, and student interests. Using student data to identify these three areas for each
student will result in impactful instructional and optimal student growth.

d. Improving Student Learning


In order to improve student learning, the teachers will need to develop useful
assessments, provide corrective instruction, and give students another chance to
demonstrate mastery of a given learning objective.

e. Improving Future Assessment


Assessments are designed to understand students’ on going progress towards learning
objectives and their behavior in order to meet desired goals. The teacher can improve
future assessment by analyzing validity. Content validity is evidenced at three main
Stage 1 FRIT 7236

levels: the assessment design level, the assessment experience level, and the assessment
question. The assessment design should be guided by a content blueprint, which is a
document that clearly articulates the content that will be included in the assessment and
the cognitive rigor of that content.
Short Answer and Essay Questions

Objectives Level and Short Answer Question


Type
Students will be able to Knowledge Claire went to the movie theater. She spent
distinguish which decimal Procedural $6.75 on a ticket, $3.00 on popcorn, and
operation to perform using Application $2.00 on a drink. How much money did
standard algorithm when Claire spend at the movie theater?
solving problems in real-
world contexts.

Students will be able to Knowledge The grocery store is selling bananas for
distinguish which decimal Procedural $0.35 per pound. How much will Zack pay
operation to perform using Application for 3.6 pounds of bananas?
standard algorithm when
solving problems in real-
world contexts.
Students will be able to Knowledge Organic cantaloupes cost $3.99 per melon,
distinguish which decimal Procedural and non-organic cantaloupes cost $2.45
operation to perform using Application each. If you bought five organic melons,
standard algorithm when how much more would they cost than five
solving problems in real- regular ones?
world contexts.
Essay Questions
Students will be able to Knowledge Jenny made more than one batch of the
distinguish which decimal Comprehension solution and has a total of 1,103.64 mL of
operation to perform using Procedural the solution. She wants to pour the solution
standard algorithm when Application into application bottles so that there is one
solving problems in real- application per bottle. Each bottle holds 135
world contexts and explain mL of solution. How many application
their reasoning. bottles can Jenny fill completely? Explain
your reasoning.
Students will be able to Knowledge Dave pays $1.75 for a school lunch on days
distinguish which decimal Comprehension when he doesn't bring his own lunch to
operation to perform using Procedural school. One week he bought a school lunch
standard algorithm when Application on Monday, Wednesday, Thursday, and
solving problems in real- Friday. How much did he spend on school
world contexts and explain lunches that week? Explain your reasoning.
their reasoning.
Students will be able to use Knowledge Pablo wants to buy a steak at the grocery
standard algorithm to divide Comprehension store. He has two options. The first is 1.37
Stage 1 FRIT 7236

multi-digit numbers with or Procedural pounds and costs $9.59. The second is 1.75
without remainders. Students Application pounds and costs $10.85. Which is the
compare their answer to Analysis better buy? Explain your reasoning
estimates to justify
reasonable quotients.

Assessment Plan

f. Improving item Reliability-


Reliability is concerned with the consistency or dependability of a question, and is
analogous to the repeated use of a scale. To improve item reliability, the teacher will need
to test-retest reliability by administering similar questions multiple times and implement
essay or short answer questions frequently in everyday lessons. The students will be
assessed on the item again during quarterly exams, unit assessments, and benchmark.
Collecting data over a period of time will ensure students understanding of the content
and reliability. If the students receives radically different scores the second time, the test
would have low reliability. If one or more essay questions are included on the test, the
teacher must grade them as objectively as possible. The teacher will also need to use a
rubric to measure the knowledge, skills, and abilities that are to be assessed.

g. Improving item Validity-


Validity refers to the appropriateness, meaningfulness, and usefulness of any inference
made from a test score [American Psychological Association (APA), American
Educational Research Association (AERA), and National Council on Measurement in
Education (NCME), 1985]. To improve item validity, the teacher will need to use content
validity to include or represent all of the content of a particular topic. To develop a valid
short answer or essay items, the question needs to include reasoning, analytical ability,
relationship, comparing and contrasting. This can be accomplished by comparing data
from other resources that are aligned with the standard and learning objectives such as
Common Core text and Georgia Standard of Excellence framework task. Another
strategy for determining the content validity of an item is to ensure that it has a high
correlation with other tests that purport to sample the same content domain.

h. Differentiation of instruction
Differentiated instruction relies on understanding the diversity of students, while
accessing and analyzing data to create a successful learning environment. The teacher can
create and administer assessments that will help to identify student’s strengths and
weaknesses. In order to ensure differentiated instruction, the teacher will need to use the
data from assessments to determine three key indicators: student readiness, learning
profile, and student interests. Using student data to identify these three areas for each
student will result in impactful instructional and optimal student growth.

i. Improving Student Learning


Stage 1 FRIT 7236

In order to improve student learning, the teachers will need to develop useful
assessments, provide corrective instruction, demonstrate exemplary writing and give
students another chance to demonstrate mastery of a given learning objective.

j. Improving Future Assessment


Assessments are designed to understand students’ on going progress towards learning
objectives and their behavior in order to meet desired goals. The teacher can improve
future assessment by analyzing validity. Content validity is evidenced at three main
levels: the assessment design level, the assessment experience level, and the assessment
question. The assessment design should be guided by a content blueprint, which is a
document that clearly articulates the content that will be included in the assessment and
the cognitive rigor of that content.

Higher Order Thinking Questions

Objectives Level and Questions


Type
Students will be able to use multiple Knowledge Determine whether the following
representations, including decimal Comprehension statement is always, sometimes, or
models, to fluently add, subtract, Create never true. Give examples to justify
multiply, and divide multi-digit by using your answer:
standard algorithm when solving
problems in real-world contexts. The product of two decimals less than 1
is less than either of the factors.

Knowledge A jeweler buys gold jewelry and resells


Procedural the gold to a refinery. The jeweler buys
Comprehension gold for $1,235.55 per ounce, and then
resells it for $1,376.44 per ounce.
Explain how much profit the jeweler
makes from buying and reselling 73.5
ounces of gold.

Knowledge Eight friends purchase various supplies


Procedural for a camping trip and agree to share the
Comprehension total cost equally. They spend $85.43 on
food, $32.75 on water, and $239.66 on
other items. Explain how you would
determine the amount each person owe?

Assessment Plan
k. Improving item Reliability
Reliability is concerned with the consistency or dependability of a question, and is
analogous to the repeated use of a scale. To improve reliability for these questions, the
teacher will need to create a rubric that specifies what knowledge, skills, and abilities that
are to be assessed. The teacher will need to make sure all concepts are taught before
Stage 1 FRIT 7236

administering questions. Also, the teacher will need to ensure that students understand
how to present their ideas with accurate supporting information. This can be achieved by
integrating higher order thinking task in everyday lessons.

l. Improving item Validity


Validity refers to the appropriateness, meaningfulness, and usefulness of any inference
made from a test score (American Psychological Association, 1985). To improve validity,
the teacher will need to make sure all learning targets and objectives align with Common
Core text and Georgia Standard of Excellence framework task. Another strategy for
determining the content validity of an item is to ensure that it has a high correlation with
other tests that purport to sample the same content domain.

m. Differentiation of instruction
Differentiated instruction relies on understanding the diversity of students, while
accessing and analyzing data to create a successful learning environment. For
differentiation, the teacher will need to make sure important details of the items are in
bold or italicized. The teacher can also use data previous assessments to determine three
key indicators: student readiness, learning profile, and student interests. Using data will
help the teacher develop higher order thinking questions appropriate for each learning
level and style.

n. Improving Student Learning


To improve student learning, the teacher will need to give students timely feedback on
what they need to improve on. The teacher will also need to develop useful assessments
prior to using items, provide corrective instruction, demonstrate exemplary writing and
give students another chance to demonstrate mastery of a given learning objective.

o. Improving Future Assessments


The teacher can improve future assessment by analyzing validity. Content validity is
evidenced at three main levels: the assessment design level, the assessment experience
level, and the assessment question. The assessment design should be guided by a content
blueprint, which is a document that clearly articulates the content that will be included in
the assessment and the cognitive rigor of that content. Also, the teacher can collaborate
with other teachers to compare test items, higher order thinking questions and student
growth according to the deliverer of the content.

Performance Assessment

Domain The Number System


Standard 6.NS.3. Fluently add, subtract, multiply, and divide multi-digit
decimals using the standard algorithm for each operation
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Level and Type Conceptual Understanding, Procedural Understanding,


Application
Learning Objective Students will be able to determine which decimal operation to
perform using standard algorithm when solving problems in
real-world contexts and explain their reasoning.

Task 1: Selecting Steaks


At the supermarket the Richardson family is choosing four steaks to buy for dinner. Mr.
Richardson chooses a 12 ounce steak that costs $6.84. Mrs. Richardson selects an 8 ounce
steak that costs $4.88. Their 15 year old son chooses a 16 ounce steak that costs $8.32. Their
11 year old daughter chooses a 6 ounce steak that costs $4.98.

Part 1: What was the total cost of all four steaks?

Part 2: They bought the steaks and also paid 5% of their bill for tax. If they paid with 2 $20
bills how much money did they get back?

Part 3: For each steak what was the price per ounce?

Part 4: In order to save money should they buy larger steaks to share or smaller steaks?
Explain your reasoning.

Rubric
Level 1 1. Level 2 Level 3
● Student uses 1. Not Yet Proficient in Performance
inappropriate solution Proficient
● Accurately solves problem
strategy and does not ● There are
● Part 1: $25.02
get the correct answer. one or two
● Part 2: Tax is $1.25. The total bill is
errors.
$26.27. If they pay with $40, they will
get $13.73 back in change.
● Part 3: Mr. Richardson: $0.57 per
ounce; Mrs. Richardson: $0.61 per
ounce; son: $0.52 per ounce; daughter:
$0.83 per ounce.
● Part 4: The price per ounce was lower
for larger steaks. They should buy
larger steaks to share.
Task 2: Swimming Relay
At the swim meet the Tigers and the Hawks are tied heading into the last race, the 200 meter
medley relay race. Below is information from the final race.

Tigers Hawks
Back stroke 32.45 seconds 32.51 seconds
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Butterfly 29.89 seconds 29.86 seconds


Breast stroke 38.56 seconds 38.57 seconds
Freestyle 23.45 seconds ?

Part 1: What was the total time for the Tigers?

Part 2: What was the time of the 3 swimmers for the Hawks?

Part 3: The race was decided by only one hundredth of a second. What were the two possible
times that the Hawks could have had for the freestyle part of the race?

Part 4: Write an explanation about how you solved Part 3.

Rubric
Level 1 Level 2 Level 3
● Student uses Not Yet Proficient in Performance
inappropriate Proficient ● Accurately solves problem
solution strategy ● There are ● Part 1: 124.35 seconds.
and does not get the one or ● Part 2: 100.94 seconds.
correct answer. two ● Part 3: The Hawks freestyle
errors. swimmer could have swam either
23.40 or 23.42 seconds.
● Part 4: The explanation is clear and
accurate.

Task 3: Pricing Packages


The local package store charges $3.30 for each package plus $0.75 per ounce. The nationally-
owned package store charges a flat rate of $0.95 per ounce.

Part 1: For a 10 ounce package how much will it cost at both stores?

Part 2: For a 15 ounce package how much will it cost at both stores?

Part 3: For a 1 pound, 1 ounce package how much will it cost at both stores?

Part 4: What did you notice about which store was the least expensive for each of the 3 parts
above? Which store will be cheaper for a 1 pound package?

Rubric
Level 1 1. Level 2 Level 3
● Student uses 1. Not Yet Proficient in Performance
inappropriate solution Proficient ● Accurately solves problem
Stage 1 FRIT 7236

strategy and does not ● There are ● Part 1: Local store: $10.80, National
get the correct answer. one or two store: $9.50
errors. ● Part 2: Local store: $14.55, National
store: $14.25
● Part 3: Local store: $16.05, National
store: $16.15
● Part 4: Parts 1 and 2 were cheaper for
the national store and Part 3 was
cheaper for the local store. For a 1
pound package the national store is
cheaper. As the weight gets over 1
pound, the local store becomes cheaper
than the national store.

Assessment Plan
p. Improving item Reliability
Reliability refers to the consistency and repeatability of an assessment that provides a
representation of what students know, understand, and are able to do. To improve
reliability, the teacher must use an observational measure such as checklist or rubrics to
obtain information about what a student is able to do. Using these measure tools provide
systematic recording of observations, integrate self-assessment, give samples of criteria
for students prior to collecting and evaluating data on their work, and record the
development of specific skills, strategies, attitudes and behaviors necessary for
demonstrating learning. Reliability can also be improved by lengthening the assessment
and using multiple sources of evidence.

q. Improving item Validity


Validity refers to the accuracy of inferences drawn from an assessment. It is the degree to
which the assessment measures what it is intended to measure. In order to ensure validity,
the teacher will need to demonstrate complex cognition, applicable to important problem
areas, exemplify current standards of content or subject matter quality, minimize the
effects of ancillary skills that are irrelevant to the focus of assessment, and make sure all
learning objectives align with student expectations.

r. Differentiation of Instruction
Differentiated instruction relies on understanding the diversity of students, while
accessing and analyzing data to create a successful learning environment. For
differentiation, the teacher will need to make sure important details of the items are in
bold or italicized. Also, the teacher will need to use questions that address all learning
styles and abilities. No matter what level the student is on, he or she should have some
idea of how to complete the performance task. The teacher can also use data from
previous assessments to determine three key indicators: student readiness, learning
profile, and student interests.

s. Improving Student Learning


Stage 1 FRIT 7236

To improve student learning, the teacher will need to give students timely feedback on
what they need to improve on. The teacher will also need to develop useful assessments
prior to using items, provide corrective instruction, demonstrate exemplary writing and
give students another chance to demonstrate mastery of a given learning objective.

t. Improving Future Assessments


The teacher can improve future assessment by analyzing validity. Content validity is
evidenced at three main levels: the assessment design level, the assessment experience
level, and the assessment question. The assessment design should be guided by a content
blueprint, which is a document that clearly articulates the content that will be included in
the assessment and the cognitive rigor of that content. Also, the teacher can collaborate
with other teachers to compare test items, higher order thinking questions and student
growth according to the deliverer of the content.

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