Professional Documents
Culture Documents
General Information
Academic Year
Educator Name
Course/Subject Name
Grade Level(s)
Interval of
Instruction/Estimated Date of
Final Assessment
2015-2016
Jessica Hanna
Mathematics/ Division
3rd Grade
November 30-December 18
Final Assessment on December 16 and December 18
The pre-assessment data reveals that 94% (16/17) of students do not know much about
division. Only 1 student received above an 80% on the pre-test that was given. Some
students have been exposed to division problems through Espark, and others were able to
use their multiplication knowledge to help them figure out some division problems.
However, most students are starting with little knowledge on how to represent and solve
problems involving division.
By the end of this chapter:
Students will be able to represent and solve problems involving multiplication
and division
Students will be able to understand properties of multiplication and division
Students will be able to multiply and divide within 100
Domain: Operations and Algebraic Thinking 3.OA
Cluster A: Represent and solve problems involving multiplication and division.
3.OA.A.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as
the number of objects in each share when 56 objects are partitioned equally into 8 shares,
or as a number of shares when 56 objects are partitioned into equal shares of 8 objects
each.
3.OA.A.3: Use multiplication and division within 100 to solve word problems in
situations involving equal groups, arrays, and measurement quantities, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem.
Cluster B: Understand properties of multiplication and the relationship between
multiplication and division.
3.OA.B.5: Apply properties of operations as strategies to multiply and divide
3.OA.B.6: Understand division as an unknown-factor problem.
The assessment that I am using is provided through the GoMath series. The assessment is
aligned to the learning objectives. The assessment will provide students with real-world
application of division. The general education teacher will be using a rubric to grade the
assessment. The rubric places point values to problems on the assessment. The extended
response questions will be graded using an extended response rubric that was created by
the teacher.
In my class, there are three students with IEPs and one student who receives Title 1
services. There are also 4 ELL students in the class. All eight of these students will have
the option to have the test read to them. Two of the students with math IEPs will be
allotted extra time to complete the test if needed and the special education teacher may
make minor modifications to their test as well. Students who have a difficult time
concentrating will be given the option to sit at a table around the room. This spacing will
allow all students to give their full attention to the assessment that is being given.
Student performance will be rated out of a score of 100%. The assessment is worth 100
total points with each question holding different point values. The rubric for this
assessment is attached to this document.
The teacher will hand out the assessment to students. Students will work on the test
independently until it is complete. After the test has been completed, students may bring
the test back to the general education or special education teacher for review. Students
will be encouraged to look over their problems before handing in the assessment.
Students expected growth is based on the rule of 100, which means that students will
achieve at least half way to 100% then before.
Elements #1, #2, and #3 comprise the complete SLO Document that will be reviewed and approved during Conference 1:
Setting and Approval of SLO
Please provide any comments you wish to include about the actual outcomes:
Required for Evaluator
2. Explain how the actual number or percentage of students
who achieved student growth targets translates into an
appropriate teacher rating.
Needs Improvement
Proficient
Excellent
Date:
Evaluator Signature:
Date:
Teacher Signature:
Student Assessment
Results
Teacher:
Miss
Hanna
rd
Class: 3 Grade
Math/Division
Student Name
Alex
Alejandro
Stephanie
Amber
Cody
Danny
Gracie
Caiden
Bryson
Ileana
Alexa
Jada
Max
Briannalexa
Tyler
Cesar
Josselyn
IEP
ELL
X
X
X
X
X
Attendan
ce
Regular
Regular
Regular
Regular
Regular
Regular
Regular
Regular
Often
Late
Regular
Regular
Regular
Regular
Regular
Regular
Regular
Regular
Baseline
Score
28
42.5
25
30
51
23.25
62
55
55
45.4
22
11.25
25.75
84
42
22.5
13
Growth
Target
+36
+28.75
+37.5
+35
+24.5
+38.38
+19
+22.5
Actual
Growth
Met (Yes) or
(No)
+22.5
+27.3
+39
+44.38
+37.12
+8
+29
+38.75
+43.5
Met
Did Not
Meet
Total
5
Percent Met
Percent
DNM
Approval Tool for Type III Assessments
This tool outlines the steps that should be followed when developing a Type III assessment.
1. Using the assessment and applicable scoring guide/rubric, identify the appropriate Curriculum Standards to which items or tasks on
the assessment.
2. Use the Standards Alignment and Coverage Check Chart to note which questions are aligned to each standard. Be sure you have
enough questions or tasks aligned to each standard.
3. Use the Assessment Rigor Analysis Depth of Knowledge to provide guidance and which questions or tasks fall under the various
levels of Depth of Knowledge.
Directions: After aligning assessment items or tasks to any available standards, use the chart below to list assessment questions with
the corresponding standards to which they are aligned. Only fill in the total number of standards that apply.
Standard:
3.OA.B.5
3.OA.A.2
Standards Description
Divide with 0 and 1
Find how many in each group
Question Numbers/Tasks
1, 13
2, 20
3.OA.A.3
3.OA.A.3
3.OA.A.2
3.OA.C.7
3.OA.A.3
3.OA.A.2
3.OA.B.6
3, 11
4, 10
5, 12
6, 16, 19
7, 15
8, 14, 17
9, 18
Directions: Use the chart below to categorize assessment questions, if applicable. Rigor increases as you go down the chart. While
not all questions need to be categorized, there must be sufficient examples of at least three levels of rigor.
Level
Learner Action
Key Actions
Question Numbers
Level 1 Recall
How many . . .?
Label parts of the . . .
Find the meaning of . . .?
Which is true or false . . . ?
Point to . . .
Show me . . .
Identify . . .
Level 2
Skill/Concept
Estimate, Compare,
Organize, Interpret,
Modify, Predict,
Cause/Effect, Summarize,
Graph, Classify, Describe,
Perform a Technical Skill,
Perform a Skill with
Accuracy
Level 3:
Strategic
Thinking
Requires reasoning,
planning, using evidence,
problem solving, and
thinking of a higher level
Critique, Formulate,
Hypothesize, Construct,
Revise, Investigate,
Differentiate, Compare,
Argue, Perform a task
using Problem solving,
Identify patterns in . . .
Use context clues to . . .
Predict what will happen when . . .
What differences exits between . . . ?
If x occurs, y will . . .
Shoot 10 layups in a minutes, 5 free throws,
and remain in control of dribbling for 1
minute
Memorize and perform a theatrical scene with
at least 85% accuracy in terms of line
memorization, cues, and staging
Perform a piece of music with technical
accuracy
Demonstrate knowledge and skills to create
works of visual art using sketching and
constructing
Construct a defense of . . .
Can you illustrate the concept of . . .?
Apply the method used to determine . . .?
What might happen if . . .?
Use evidence to support . . .
Sing or play with expression and accuracy a
3, 5, 7, 12, 16
Level 4:
Extended
Thinking
Requires complex
reasoning, planning,
developing, thinking,
designing, creating and
evaluating, most likely over
an extended period of time.
Cognitive demands are
high, and students are
required to make
connections both within and
among subject domains.
Student may use or perform
a variety of methods or
mediums to convey
complex ideas of solve
problems.
Design, Connect,
Synthesize, Apply,
Critique, Analyze,
Create, Prove, Evaluate,
Design, Create and
Perform Complex
Performance- or ProjectBased Assessment Tasks
17
Excellent
Proficient
Needs Improvement
Unsatisfactory
o
o
I approve of this assessment/task and any accompanying rubrics without further change
Please make change suggested in feedback from above and resubmit the assessment/task rubric
10