Assessment Plan

Learning Goals

Assessm
ents

Format of
Assessmen
t

PreAssessme
nt

Unit 5 Pretest
(multiple
choice,
short
answer)

Learning Goal 1: Students

will recall the methods of
using modeling, estimating
with benchmarks, finding
common denominators,
creating equivalent
fractions, and renaming
(DOK 1, 2), in order to
solve a multistep problem
containing addition and
subtraction of fractions
and mixed numbers with
unlike denominators (DOK
2).

Formative
Assessme
nt

Share and
Show/ On
My

PostAssessme
nt

Unit 5 Test
(multiple
choice,
short
answer)

Learning Goals

Assessm
ents

Format of
Assessmen
t

PreAssessme

Unit 5 Pretest

Own
sections in
text
(classwork),
Homework,
Unit 5 Quiz
1, Unit 5
Quiz 2

Adaptations

There will not be any

adaptations for the preassessment. Throughout
the formative assessments,
students will be monitored
and assisted when needed.
They will be given
manipulatives (fraction
strips, number lines) to
work with when necessary.
There is one student who
only completes the even
numbered problems on the
homework. This allows her
to spend more time focused
on the problem, instead of
worrying about getting it
finished. During the quizzes
and post-assessment, there
are 8 students who will get
the problems enlarged and
spread out and the pages
chunked. There are two
students who will have the
quizzes read aloud to them.
There are 5 students who
will receive extra time,
when needed. One student
is given graph paper to
work out the problems.
Students are allowed to use
paper to show their work.
Adaptations

There will not be any

adaptations for the pre-

Learning Goal 2: Students

will identify, describe, and
create numeric patterns
with fractions (DOK 1, 2,
3).

Learning Goals

Learning Goal 3: Students

will use the strategy, work
backward, to solve word
problems containing
fractions and explain their
answers (DOK 1, 2, 3).

nt

(multiple
choice,
short
answer)

Formative
Assessme
nt

Share and
Show/ On
My
Own
sections in
text
(classwork),
Homework,
Unit 5 Quiz
2

PostAssessme
nt

Unit 5 Test
(multiple
choice,
short
answer)

Assessm
ents

Format of
Assessmen
t

PreAssessme
nt

Unit 5 Pretest
(multiple
choice,
short
answer)

Formative
Assessme
nt

Share and
Show/ On
My
Own
sections in
text

assessment. Throughout
the formative assessments,
students will be monitored
and assisted when needed.
There is one student who
only completes the even
numbered problems on the
homework. This allows her
to spend more time focused
on the problem, instead of
worrying about getting it
finished. During the quiz
and post-assessment, there
are 8 students who will get
the problems enlarged and
spread out and the pages
chunked. There are two
students who will have the
quizzes read aloud to them.
There are 5 students who
will receive extra time,
when needed. One student
is given graph paper to
work out the problems.
Students are allowed to use
paper to show their work.
Adaptations

There will not be any

adaptations for the preassessment. Throughout
the formative assessments,
students will be monitored
and assisted when needed.
There is one student who
only completes the even
numbered problems on the
homework. This allows her
to spend more time focused
on the problem, instead of
worrying about getting it

(classwork),
Homework,
Unit 5 Quiz
2
PostAssessme
nt

Learning Goals

Learning Goal 4: Students

will use the properties of
addition to show the steps
of solving and solve a
problem containing
fractions and mixed
numbers with unlike
denominators, explaining
their thinking (DOK 1, 2,
3).

Unit 5 Test
(multiple
choice,
short
answer)

Assessm
ents

Format of
Assessmen
t

PreAssessme
nt

Unit 5 Pretest
(multiple
choice,
short
answer)

Formative
Assessme
nt

Share and
Show/ On
My
Own
sections in
text
(classwork),
Homework,
Unit 5 Quiz
2

PostAssessme
nt

Unit 5 Test
(multiple
choice,
short
answer)

finished. During the quiz

and post-assessment, there
are 8 students who will get
the problems enlarged and
spread out and the pages
chunked. There are two
students who will have the
quizzes read aloud to them.
Adaptations
There will not be any
adaptations for the preassessment. Throughout
the formative assessments,
students will be monitored
and assisted when needed.
There is one student who
only completes the even
numbered problems on the
homework. This allows her
to spend more time focused
on the problem, instead of
worrying about getting it
finished. During the quiz
and post-assessment, there
are 8 students who will get
the problems enlarged and
spread out and the pages
chunked. There are two
students who will have the
quizzes read aloud to them.
There are 5 students who
will receive extra time,
when needed. One student

is given graph paper to

work out the problems.
Students are allowed to use
Alignment with Learning Goals and Instruction
Because they were written using the same DOKs, these assessment are
clearly aligned with the four learning goals. It is a math unit though, so the
assessments are not as extreme or creative; they simply consist of classwork,
homework, quizzes, and a test for each learning goal. They do, however, accurately
measure the students understanding of the content. Classwork and homework will
be used to monitor progress on days where the material is being taught. It shows if
students need to be re-taught. The pre-assessment will be used to determine prior
knowledge for all four goals. The first quiz relates only to LG1, as it is the basis for
the rest of the content and goals. The results of quiz 1 will show whether or not the
students are capable of moving on. Quiz 2 will measure mainly LG2-4, but it still
involves LG1. The post-assessment, a unit test, consists of 25 questions (multiple
choice and short answer) that correspond with the DOK levels and all 4 learning
goals. There are some short answer questions that require students to explain their
answers. This was included in the goals to prepare students for constructed
response questions in state testing.
Clarity of Criteria and Standards for Performance
All learning goals have been clearly stated and the assessments are clearly
aligned and linked with the learning goals. These goals were created using DESEs
Depths of Knowledge, therefore they are appropriate and can be seen in the DOK
levels chart. Because the assessments were based off of the same DOKs, the
questions accurately measure student learning. Before each lesson, students will be

provided with the learning goals and objectives for the day. They will also receive
reviews to work through before each quiz and test. If students work through and
complete these reviews with accuracy, they will have a clear idea of the
expectations and goals they must achieve for the assessment. Formatively, I will
assess students with classwork, homework, and two unit quizzes. These
assessments will allow me to measure student progress and keep track of those
who understand and those who do not. The summative assessment will consist of a
unit test. All questions on both the formative and summative assessments will be
valid and reliable. Students will also be shown how the unit content connects to the
real world.
Multiple Modes and Approaches
In this unit, I will use multiple modes to assess student performance
throughout all instruction. While all of the assessments measure the same basic
content, adding and subtracting fractions with unlike denominators, the difficulty of
the problems on the assessments may vary. This is due to the fact that each lesson
builds on to the last. For example, students will not be able to achieve the
expectations of LG2 without completing those of LG1. If one is unable to simply
subtract a fraction using renaming, they will not be able to complete a word
problem or a pattern that involves subtracting of the same nature. In order to be
sure that students are mastering each learning goal, there will be several formative
assessments before the summative assessment. Because it is Common Core math,
which is very structured, the formative assessments are the same for each learning
goal. Each lesson will include questioning during whole group time, individual/
partner classwork, and homework. There will be a quiz after all lessons for LG1 have
been taught. This will determine if students are ready to continue the unit and LG2-

4. The second quiz will assess mainly LG2-4, but it also includes LG1 because it is
the basis of the unit. These quizzes are fairly short, and consist of fill in the blank or
short answer problems. The unit test will cover all 4 goals. It is the same format as
the quizzes and the test review, but a little lengthier. It includes multiple choice and
short answer problems. A few of the short answers require students to be able to
explain their answers, which is a DOK verb used in several of the learning goals.
Technical Soundness
The assessments provided can be considered valid because they connect to
all four learning goals. In LG1, students must be able to recall or remember methods
of solving problems that involve addition and subtractions of fractions with unlike
denominators. The corresponding quiz (Quiz 1), is short and simple, only assessing
these different methods. In fact, students are allowed to use whatever methods
they wish, unless noted otherwise. If students succeed on this quiz, they are ready
to move on to the other goals. In LG2-4, students must use these methods to work
with patterns, word problems, and the properties of addition. This quiz (Quiz 2), is
similar to the first, in that it is short and simple. This quiz covers all 4 learning goals.
Once again, they can use any method of finding common denominators. The test
covers all 4 learning goals and is much longer than the quizzes. The majority of the
questions are written in sentences. There are some simple operation problems at
the very end. Students also must be able to explain some of their answers. There
are lines or boxes provided for that purpose.
Directions on all three assessments are stated clearly for each section. On the
test, each problem has its own set of directions. While it is not required to attach or
show work, it is highly recommended. If students include their work, points may be
given even if the answer is incorrect.

All questions on each assessment are worth the same amount of points. On
Quiz 1 there are 20 questions, therefore each is worth 5 points. Quiz 2 contains 18
questions, each is worth about 6 points. The test has 25 questions, so each is worth
4 points. On the test, the point value will reflect both the correct answer and a
decent explanation. Half credit will be given when necessary.
Adaptations Based on the Individual Needs of the Students
These three assessments, two formative quizzes and one summative test, are
based around everything taught in the lessons. Modifications to the problems or the
number of problems will not be allowed. Each problem assesses a different learning
goal or a mixture of the learning goals, therefore they are all necessary to
determine student achievement. Students will be given review sheets that mimic
the format of the assessments.
Because there are so many students in the class with IEPs and 504 plans,
there will be accommodations met throughout the unit. All of the whole group
discussions and classwork will be completed in class. Those students who have
preferential seating will be seated at the front. This will allow them to focus and take
any distractions away. By dedicating the whole class time to one lesson each day,
there will be plenty of time for question and answer sessions, going over examples,
and reviewing answers/providing explanations of the classwork problems. Having
this time will also allow me to pair those students who understand the material with
those who are struggling, providing extra help.
When it comes to homework, there are a few students who spend a large
amount of time on one problem. This becomes an issue because each homework
assignment could contain up to 25 problems. These few students will only complete
the even numbers, giving them practice, but minimizing the homework time.

During the quizzes and unit test, there are eight students who need their
papers chunked. Some of those students may also need the problems enlarged and
spread out more. This allows them to focus on problems a few at a time without
getting anxious or frustrated. There are five students out of this group that receive
extra time when needed. In general, the whole class receives all of the time they
need in order to complete the assessments.
Finally, while students are told to show their work somewhere on their paper
or on extra sheets, not all of them do. If they get a problem wrong, I can refer to
their work to find mistakes and provide credit. There is one student who is required
to show her work at all times. She receives graph paper to keep problems straight
and in order.

Quiz 1 Answer Key

1. 11/12
2. 5/6 OR 10/12
3. 1/10
4. 2/10 OR 1/5
5. 5
6. 7
7. 1
8. 4
9. 2
10.1
11.9/12 & 2/12 OR 18/24 & 4/24
12.10/15 & 9/15
13.4/8 & 5/8
14.9/24 & 16/24
15.7/9 OR 21/27
16.17/18 OR 34/36 OR 51/54
17.2/15
18.1/10
19.5/6 hour
20.17/24 cup OR 34/48 cup

Quiz 2 Answer Key

1. 6 7/18
2. 16 7/12
3. 2 1/24
4. 4 1/10
5. 1
6. 1 3/6
7. 5
8. 4 10/12
9. 6
10.5 8/9
11.5
12.5 13/20
13.Missing blank: 2 3/10, rule: add 3/10
14.Missing blank: 2 5/8, rule: subtract 5/8
15.2 7/12 cups left
16.No, she needs 8/12 more and only has 5/12
17.1 6/9
18.10 2/3

Test Answer Key

1. B
2. 1 3/6
3. 3 5/12
4. C
5. B
6. B
7. 9/6 OR 1 3/6
8. No, she did not estimate correctly. (Students must explain why)
9. B
10.C
11.3 yards remaining (Students must explain why)
12.10 foot piece (Students must explain why)
13.1 11/12
14.4/12
15.7/3
16.4 pounds (answers may vary, but students must have explanation to support)
17.Amy and Kobe
18.33/10
19.1 1/18
20.7/30
21.3/20
22.9 5/12
24. 5 2/9
23.17 7/8
25. 2 11/16