Interim Assessment Design Process

7/30/2019 Interim Assessment Design Process

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Interim Assessment Design1. List benchmarks/expectations for students to reflect mastery over the school year and determine when they will be

assessed throughout the year and what percent of instructional focus each standard warrants.

Third Grade Sample

Standard Benchmark Description No. of Qs

Interim

1

Interim

2

Interim

3

Interim

4

Total

STANDARD3.1.2

Addandsubtractm

ulti-digitwholenumbers;representm

ultiplication

anddivisioninvariousways;solvereal-worldandmathematical

problemsusingarithmetic.

3.1.2.1 Addition & Subtraction:Procedures

Add and subtract multi-digit numbers, using ef ficient and generalizable procedures basedon knowledge of place value, including standard algorithms.

0 7 4 4 15

3.1.2.2 Real-World &Mathematical Problems

Use addition and subtraction to solve real-world and mathematical problems involvingwhole numbers. Use various strategies, including the relationship between addition andsubtraction, the use of technology, and the context of the problem to assess thereasonableness of results.

4 6 6 7 23

3.1.2.3 Represent Multiplication& Division Facts

Represent multiplication facts by using a variety of approaches, such as repeatedaddition, equal-sized groups, arrays, area models, equal jumps on a number l ine and skipcounting. Represent division facts by using a variety of approaches, such as repeatedsubtraction, equal sharing and forming equal groups. Recognize the relationship betweenmultiplication and division.

0 2 5 6 13

3.1.2.4 Multiplication & Division inthe Real-World

Solve real-world and mathematical problems involving multiplication and division,including both "how many in each group" and "how many groups" division problems.

0 5 6 3 14

3.1.2.5 Multi-digit MultiplicationStrategies

Use strategies and algorithms based on knowledge of place value, equality andproperties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standardalgorithm, and the commutative, associative, and distributive properties.

0 4 3 2 9


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2. Select skills students need to master within each skill and the questions to reflect these skill s.Third Grade Year-End Sample

Standard Benchmark Description Skill Q#

Question Answer

STANDARD3.1.2Addandsubtractm

ulti-digitwholenumbers;represent

multiplicationanddivisioninvarious

ways;solvereal-worldandmathematicalproblems

usingarithmetic.

3.1.2.1 Addition &Subtraction: Procedures

Addan

dsubtractmulti-digitnumbers,using

efficient

andgeneralizableproceduresbase

d

onkn

owledgeofplacevalue,including

standardalgorithms.

Apply place value understandingwhen adding and subtractingmulti-digit numbers.

6 Find the sum of 3,546 and 879. 4425



7 4,590 3,969 = 621



8 Find the difference between 22 hundreds and 22 tens. 1980

3.1.2.1 Addition &

Subtraction: Procedures

Apply place value understanding

when adding and subtractingmulti-digit numbers.

9 3,407

+ 2,693

6100


Useadditionandsubtractionto

solvereal-worldand

mathematicalproblemsinvolvingwholenumbers.Usevarious

strategies,includingtherelationshipbetweenadditionand

subtraction,theuseoftechnology

,andthecontextofthe

problemtoassessthereason

ablenessofresults.

Addition 10 Bobby has 637 baseball cards in his collection. He buys129 more cards. How many cards does he have now?a. 759b. 766c. 508d. None of the above

B


Multi-step addition andsubtraction

11 Jeff has 96 chapter books and 34 picture books. He sells15 chapter books and 18 picture books. How manybooks does he have left?a. 97b. 130c. 33d. 163

A


Multi-step addition andsubtraction

25 Polly collects stickers. She has 236 stickers on Monday.On Tuesday she gives 14 away to her friends at school.On Wednesday she buys 26 more at the store. Howmany stickers does Polly have now?

4 points- 8Step ModelDrawing


Add and Subtract money up totwo decimal points

42 Sammy bought a ball for $1.95 and a notepad for $0.89.How much money would she get back if she paid with$3.00?a. $0.10 b. $.2.87 c. $0.13 d. None of the above

D


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3. Meet with teachers at the beginning of the year and share information and plan instruction over the school year, and then meetagain every instructional period to reevaluate timing to ensure students master all standards and skills presented on the nex t

interim assessment.

Jan. 2-4 Jan. 7-11 Jan. 14-18 Jan. 21-25 Jan. 28-Feb. 1 Feb. 4-8

ReviewBenchmarks

3.1.2.1 Pl value understandingwhen adding andsubtracting multi-digit

numbers.

3.1.2.3 Demonstrate an understanding ofmultiplication as repeatedaddition and division as repeated

subtraction.

3.1.2.1 Apply place valueunderstanding whenadding and subtracting

multi-digit numbers.

3.1.2.2 Multi-step additionand subtraction wordproblems

3.1.2.5 Complete two- orthree-digit by one digitmultiplication

problems.

3.1.2.4 Match themultiplicationequation to word

problem

3.1.2.2 Multi-step addition andsubtraction wordproblems

3.1.2.4 Match the multiplication equationto word problem

3.1.2.4 Division Word Problems 3.1.2.4 Match themultiplicationequation to wordproblem

3.1.2.4 Division Word Problems 3.1.2.4 Division WordProblems

3.1.2.3 Demonstrate anunderstanding ofmultiplication asrepeated addition anddivision as repeatedsubtraction.

3.1.3.1 Understand a fraction1/b as the quantityformed by 1 part whenthe whole is partitionedinto b equal parts;

3.1.3.1 Understand a fractiona/b as the quantityformed by a parts ofsize 1/b.

3.1.3.1 Understand a fraction1/b as the quantityformed by 1 part whenthe whole ispartitioned into bequal parts;

3.1.3.1 Understand afraction a/b as thequantity formed by aparts of size 1/b.

3.1.2.4 Match themultiplication equationto word problem

3.1.3.1 Demonstrate the size ofa fraction incomparison to thewhole using fractionbars.

3.1.3.1 Demonstrate the sizeof a fraction incomparison to thewhole using fractioncircles number lines

3.1.3.1 Demonstrate the sizeof a fraction incomparison to thewhole using multiplefraction models

3.1.3.1 Demonstrate the sizeof a fraction incomparison to thewhole using multiplefraction models

3.1.2.4 Division Word Problems 3.1.3.1 Read fractions writtenin word form andnumber form.

3.1.3.1 Read fractions writtenin word form andnumber form.

3.1.3.3 Compare and orderunit fractions andfractions with likedenominators


3.1.2.5 Complete two- orthree-digit by one digitmultiplication problems.


3.2.1.1 Repeat rule to findanswer

NewBenchm

arks

3.1.3.1 Understand a fraction 1/b as thequantity formed by 1 part whenthe whole is partitioned into bequal parts; understand afraction a/b as the quantityformed by a parts of size 1/b.

3.1.3.2 Understand that as thenumber of equal piecesof a whole increasesthe size of each piecedecreases in size.

3.2.1.1 Repeat rule to findanswer

3.1.3.1 Demonstrate the size of a fractionin comparison to the whole usingmultiple fraction models, fractioncircles, fraction bars, grids,number lines, etc. ( how manypieces of each size do you needto make a whole).


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Interim Assessment Design Process