6 Quality Criteria Assessment Review

Assessment Name

Fractions

Subject Area

Math

Grade/Course

6th Grade

Total Possible Points

100 (Summative)
Quality Criterion #1: Validity (Assessment Target)

1. What learning goal(s) is the assessment is

designed to measure? The learning goal(s) should be

specific and precise to this assessment. Be sure to unpack the

standard to the appropriate level of detail based on the
assessment tool.

2. What are the key verbs from the learning goal(s)

listed above? The key verbs should help to define how
students should be demonstrating their knowledge on this
assessment.

3. Based on the above information, is this

assessment valid? Explain. Ask yourself: Do the
questions all center around the learning goals? Do the
questions ask students to perform the key verbs?

Students will be able to create common

denominators to add or subtract fractions with
unlike denominators. Students will be able to
convert fraction to its simplified form.
Create common denominators
Add and subtract fractions
Simplify
Yes. All but the first two questions require
students to find a common denominator to
successfully answer the question. There is one
problem (#8) that already has a common
denominator, but I believe this question will still
show knowledge of the objective.

Quality Criterion #4: Appropriate Level

1. Is the readability of the assessment appropriate
for this grade level?

Yes. The instructions are very simple. Most of

the test is just numbers, but there are four short
story problems.

2. When looking at each item/section of the

assessment, are there clear directions for the
student?

Yes.

3. Is the length and formatting of the assessment

appropriate for this grade level?

The formatting could be improved. The test is

really only 15 questions long, but it is on three
pages! This may seem overwhelming to some
students if they dont realize that the problems
are written with really big text.

4. If you answered no to any of the above questions,

please describe what changes you recommend be
made to this assessment.

I think I would reduce the size of the text. This

will mean that the test wont be three pages in
length. It will also provide more white space for
students to show their work.

QC #1: Validity (Adequate Sampling) and QC #4: Appropriate Level

Complete the Table of Specifications (TOS) below.

A. Complete the key learning outcomes in the first column. Look back at the learning targets and key verbs to
help you. (You may not use all 5 rows, or you may need additional rows. This will depend on the
assessment you are reviewing.)
B. Review each question on the assessment using the DOK chart. Think about what type of thinking a student
will need to do to answer the question. Place the item number in the corresponding DOK column and
learning outcome row.
C. Add up the total number of items for each listed outcome (row.)
D. Add up the total number of items for each DOK level (column.)

Webbs Depth of Knowledge Levels

Level 1
Recall and
Reproduction

Key Learning
Outcomes
Identify fractions
based on models

Level 2
Skills and
Concepts

Solve story problems

11, 12, 13, 14

4
1

15

Total # of
Items/Points
Possible

3, 4, 5, 6, 7, 8, 9, 10

Define and explain

Level 4
Extended
Thinking

1, 2

Solve addition and

subtraction of
fractions with unlike
denominators

Total # of Items/
Points Possible

Level 3
Strategic
Thinking

1. Based on the TOS is the sampling adequate for

each of the learning outcomes? Are there enough
questions asked to truly know if the student has a full
understanding? Explain how you decided. Make
suggestions if changes are needed to the
assessment.

I do think that this is a good sampling based on

the idea that the students should have mastered
the skill of adding and subtracting fractions with
unlike denominators. I like that it also provides
some visual-based questions and some
questions that will see if they can transfer their
knowledge to real-world situations.

2. Based on the TOS is the sampling adequate for

each DOK level? Do the questions asked match the
key verbs from the learning outcomes? Explain how
you decided. Make suggestions if changes are
needed to the assessment.

Based on the objectives, maybe the story

problems shouldnt be on the test. Or maybe an
objective should be added such as students will
be able to transfer new skill to real-world
situations.

3. Is the assessment measuring what students at this

grade level should know and be able to do? Explain
how you decided. Make suggestions if changes are
needed to the assessment.

Yes. Students must become proficient at factors

and multiples early in the year. This is a
foundational skill and later learning will build on
these concepts.

Quality Criterion #2: Opportunity to Learn

1. Where in the curriculum will the students be given

the opportunity to learn the content for this
assessment? This should include specific references to the

6th grade, weeks five, six, and seven.

2. Describe a specific example of a lesson

students participated in to gain understanding of the
assessed learning goals.

This skill was taught and practiced multiple ways

throughout the week. One station, for example,
had fraction tiles so that the students could
visually see that they had to find a common
denominator in order to add fractions with unlike
denominators together. Most of the students
really loved this representation.

curriculum.

Have them join a pullout group who gets

extra practice on the skill.
Have the students teach the skill to their
classmate. This reinforces the math for
those who have learned it and will
provide an introduction to the concept for
the absent student.

3. How will you work with students who have missed

part of the instruction? Give at least 2 ideas.

Quality Criterion #3: Free from Bias

1. Which specific items have potential bias? Describe the potential bias for each. How should the items be
changed to eliminate the bias. If bias does not exist, below this chart explain how you determined this.

Item Number

Potential Bias

Suggested Changes

11

This item mentions people are

measuring flour and sugar. I imagine
some people may be opposed to the
use of sugar or flour.

Im not sure it needs fixing, but a person

could use water and sand as a
measurement problem.

12

This may be distraction to some

people as the name used for the girl is
Sam (a popular boys name).

Change the name.

13

This item mentioned football and there

may be confusion for students who
think of soccer when they hear the
wood football (although it wouldnt
actually affect their answer).

Change to running a fraction of a lap.

Criterion #5: Reliability

1. Describe the procedures used to administer the
assessment.
Questions to Consider: Will you read the directions
aloud?; Can students use their notes, book, other
resources?; Will you review for the test before it is given?
If so, how?; Is there a time limit?

Students review problems that struggled with on

the do it now before the test. Students are able
to work through a paper/pencil test. The teacher
can read the question and the answer choices
as many times as the student needs. There is
no time limit. Some students who need it will

have access to a multiplication table and a

factor sheet.
2. Describe the scoring procedures. Be detailed
enough to make sure all teachers will give each
student the same grade.
Questions to Consider: Is each question worth one
point?; If there are multiple point questions, how do you
determine the number of points a student will earn?; Are
the labels worth a point on math questions?; Does
spelling count? (Be Careful! Is spelling a learning
outcome?)

The first 10 questions are worth 5 points

each. To get all five points, students
need the correct answer in the simplest
form. They may get three points,
however, if they have an equivalent
fraction that is not the simplest form.
The second set of questions is worth 10
points each. They will get all 10 points
for the correct answer and five points for
an answer that is not in its simplest form.

Include the answer key/scoring guide/rubric with the assessment copy.

Criterion #6: Mastery Levels
1. Write a performance level definition for each of the possible performance levels. The performance levels in
the chart below should be changed to reflect your specific classroom.
2. Mark each item on the assessment with one of the performance levels. Count the number of items at each
performance level. Determine the point ranges for each performance level based on this information and
include the point range on the chart below.
Performance
Levels

Performance Level Definition

Point
Range

Percent
Range

An A student will be able to correctly add and subtract

fractions by successfully finding a common denominator,
adding or subtracting, and then simplifying.

90 - 100

90 - 100%

A B student will be able to correctly add and subtract most

fractions by successfully finding a common denominator,
adding or subtracting, and then simplifying some of the
answers.

80 - 89

80 - 89%

A C student will be able to add and subtract some fractions by

successfully finding a common denominator and adding or
subtracting.

60 - 79

60 - 79%

A D student will be able to add and subtract few fractions by

successfully finding a common denominator and then adding or
subtracting.

30 - 59

30 - 59%

An F student will be able to identify fractions based on

models.

5-20

5-29%

3. What is the grading scale you are required to use

in your current classroom?

4. Do these point ranges agree with the grading

scale you are required to use? If no, what changes
do you suggest making to the assessment?

The do at the top but then there are some

discrepancies when you get to the C level
because it allows for a really broad percentage
range which ultimately throws my D and F level
off as well. Im not totally sure how to fix this. I
think to do so successfully, Id start thinking
about the scoring procedures and allow more
points for correct answers that are not simplified.
Or I would not have selected responses so I can
give each student points for each step within the
problem.

Name: _________________________________________________ Period: _____________

1) This model shows the addition of which two fractions: [5 points]

a)
b)
c)
d)

1/3 + 5/6
1/3 + 2/3
1/9 + 5/9
1/9 + 5/6

2) This model shows the addition of which two fractions: [5 points]

a)
b)
c)
d)

2/5 + 3/5
2/5 + 1/5
2/3 + 1/2
2/3 + 3/5

Add fractions. Put answer in simplest form. [5 points each]

4)

3)

a)

c)

a)

c)

b)

d)

b)

d)

5)

6)

a)

c)

a)

c)

b)

d)

b)

d)

7)

a)
b)

8)

a) 0

c) 1

b)

d)

c)
d)

9)

10)

a)

c)

a)

c)

b)

d)

b)

d)

Solve each problem. Show your work. [10 points each]

11) A recipe calls for 3/4 cup of of flour and 1/2 cup of sugar. What is the total quantity of flour and
sugar combined?
a) 4/6
b) 5/4
c) 6/8
d) 7/3
12) Sam has a rope that is 80 3/4 feet long. She wants to cut off a piece of rope that measure 25
7/12 feet long. How long is the remaining rope?
a) 55 1/6 feet
b) 55 2/12 feet
c) 56 8/48 feet
d) 57 feet
13) A football player advances the ball 2/3 of a yard. Another player on the same team advances the
ball 6/7 of a yard. How far was the ball advanced in all?
a) 8/10
b) 12/10
c) 18/21
d) 32/21
14) Lyla lives 3/8 of a mile from school. Ethan lives 5/6 of a mile away. How much farther does Lyla
live from school than Ethan?
a) 2/14 mile
b) 8/14 mile
c) 11/24 mile
d) 22/48 mile
15) What is the lowest common multiple (LCM) and how do you find it? [10 points]

Key
1) a
2) c
3) b
4) c
5) b
6) a
7) b
8) b
9) c
10)d
11)b
12)a
13)d
14)c
15)The least common multiple of 2 numbers is the smallest number that they both divide evenly
into. One good way to find the least common multiple of 2 numbers is to multiply both numbers
by 1,2,3,4,5... and then find the first multiple that appears in both lists.