Assessment Blueprint

Area and Perimeter of Rectangles Item Check Each item should be aligned to one content expectation or one objective only. Each item should meet as many quality filters as possible. For each content expectation there should be at least 3 items to easily gauge proficiency if selected response is the item type. The three items should range in levels of cognitive demand and vary based on verb content expectation. 4th Grade Math

In the assessment every item matches the content expectation. Questions 1-8 have a part a. and part b. Part a. is finding the perimeter of the object and part b. is finding the perimeter. There are more than 3 items that gauge each one and this is not selected response. The items are all in the application stage because that is what the GCLE is assessing. They are showing their knowledge and comprehension when they are applying the information, so they do not need to have a different level. The 6 quality filters are met since there is a clear target, content match, performance match, clear language, one correct answer, and there are no distracters since this is not multiple choice. The blueprint chart is included to show each item with the GLCE, level and answer that corresponds: Item # 1a 1b 2a 2b GLCE CCSS 4.MD.3 CCSS 4.MD.3 CCSS 4.MD.3 CCSS 4.MD.3 Level of Cognitive Demand Application Application Application Application Answer 36 ft 81 ft 30 mm 14 mm Notes/Comments

3a 3b 4a 4b 5a 5b 6a 6b 7a 7b 8a 8b 9a 10a 11a 11b

CCSS 4.MD.3 CCSS 4.MD.3 CCSS 4.MD.3 CCSS 4.MD.3 CCSS 4.MD.3 CCSS 4.MD.3 CCSS 4.MD.3 CCSS 4.MD.3 CCSS 4.MD.3 CCSS 4.MD.3 CCSS 4.MD.3 CCSS 4.MD.3 CCSS 4.MD.3 CCSS 4.MD.3 CCSS 4.MD.3 CCSS 4.MD.3

Application Application Application Application Application Application Application Application Application Application Application Application Application Application Application Application

18 mm 20 mm 22 yd 30 yd 14 in 12 in 16 mm 15 mm 26 yd 42 yd 12 cm 12 cm 30 m 22 m 28 m 28 m

Organization Check Questions difficulty should build throughout the test from lower cognitive demand to higher level thinking within a GLCE item grouping and across GCLEs. Each item should be independent of each other on test. Evenly distribute correct answers throughout the test if the test is multiple choice. The assessment should have a consistent, clear format.

The questions start out with mathematical problems and then go into word problems. This was set up to start from being told exactly what the students need to do and moving to story problems of real world experience where they have to figure out if they should use area or perimeter to solve the problem. The items do not build off of each other, but some have the same problem to find area and perimeter. This test is not multiple choice so there is no need to worry about how the answers are distributed. This test has a clear format and all the instructions are in the same font.

Procedure for Administrating the Assessment Clear directions written on assessment Rules and protocols have been thought through, established and communicated to appropriate stakeholders Testing environments promotes success and consistency

As stated above all directions are written on the test and in the same font. Before handing out this test the teacher would remind students of the procedure for test taking which is: Wait to start until teacher goes over all instructions Eyes on your own test Raise your hand for questions, then keep working until the teacher comes Turn in your test to the bin when finished and work on other homework/read

Then the teacher would ask if there are any questions before passing out the test. At this time the teacher makes sure everyone has the accommodations needed and is in the best environment for the test. When all is set-up for success the teacher will pass out the test. Clear Process for: Consistent/concise steps for grading (documented and communicated ahead of time Gathering data from assessment (qualitative/quantitative and individual/group/class/grade/district) Communicating data results and grades to students and parents.

The grading scale for the class is a 12 point system that every assignment is compared to. Each letter grade as an equal interval and Incomplete is given to a student who falls below the letter grading. The incomplete means that the student has to redo the

assignment or demonstrate proficiency to match the standards in a different way to replace the incomplete. The incomplete scale is not in the same interval as the letter grades, but it is not used as a final say of what they know, so they still another chance to succeed. A+ = 12 A = 11 A- = 10 B+ = 9 B=8 B- = 7 C+ = 6 C=5 C- = 4 D+ = 3 D=2 D- = 1 I= Incomplete

For the summative assessment this is the scale that will give the students the grade in the class: (Each number in the 12 point scale matches with the letter grade above). 12 = 31-32 11= 29-30 10 = 27-28 9 = 25-26 8 = 23-24 7 = 21-22 6 = 19-20 5 = 17-18 4 = 15-16 3 = 13-14 2 = 11-12 1 = 9-10 I = 1-8

The teacher will grade the assessment and get in back to the students no later than 3 school days after they took the test. The students will receive their score on the test and will have the 12 point chart on the test to be able to see what letter grade they received if they wish. The incorrect answers will be marked and the teacher will go over the test with the class and answer any questions or do any problems the students would like. The students can add the correct answer and write whatever additions they wish to the test. The test then will go into the students assessment folders. The assessment folders are stored in the room where the students will keep all past assessments. This is a place that is accessible to the student, teacher, parents, and administration. The students are only allowed to view their own folder, but they can view it whenever they need to. The folder

is set in place so that the information may be viewed by anyone at anytime and it will not be lost. With the data that is collected from this test the teacher will make a graph showing how the students scored on each questions and also showing how students scored on area vs. perimeter. The information from the data will be posted on the on-line grade book (PowerSchool) and the parents can see the information there or by contacting the teacher. The teacher will also e-mail the administration the data on the students achievement as requested. Both the parents and administration may view the assessment folders to get information on a student.