Paris Dimick

Summer 2021

FRIT 7236
Technology-Based Assessment and Data Analysis
Key Assessment

Stage 1
Multiple Choice
Standards of Excellence: Unit 5 - Grade 1- Place Value

https://forms.gle/ntHwnRiDGfuJCR258

MGSE1NBT2-Understand that the two digits of a two-digit number represent amounts of tens
and ones
B. The numbers from 11 to 19 are composed of a ten and one, two,three, four, five,etc.,

Objective #1: The students will identify and explain what the digits within the whole number
represent within the place value chart system with accuracy.

Question 1: For the number 34, do you have enough to make a ten? Would you have any
leftover? If so, how many leftover would you have?
A.Yes and I have enough to make 3 tens. Yes, I would have 4 left over.
B.Yes and I have enough to make 4 tens. No, I would have 3 left over.
C. No. I do not have enough to make ten.

Level and Type:

- Blooms- Remember(1)
- Knowledge Dimension- Factual Knowledge
- Content Centered

MGSE1NBT3-Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.

Objective #2: The students will justify whether what the statement says is true or false in regards
to the comparison of two numbers using symbols.

Question 2:

Which number is larger and explain why?

 Tens Ones vs Tens Ones

4 3 3 4

KC: 43 is the largest number because the tens have the biggest number and the tens in 34 is
smaller.
Jamie: 34 is larger because you start with the ones place and then work your way to the left
when reading a number. The ones has a larger number then 43 do.

Who is right and why?

A. KC- she was able to identify the place value accurately and describe their difference
appropriately
B. Jamie- he was able to describe how to identify a whole number with the placement of
numbers.

Level and Type:

- Blooms-Evaluate
- Knowledge Dimension- Conceptual Knowledge
- Student Centered

MGSE1NBT4- Add within 100, including adding a two-digit number and a one-digit number
and adding a two-digit number and a multiple of ten (e.g., 24 + 9, 13 + 10, 27 + 40), using
concrete models or drawings and strategies based on place value, properties of operations, and/or
relationship between addition and subtraction; relate the strategy to a written method and explain
the reasoning used.
Objective #3: Students will be able to add two digit numbers within a word problem to solve for
a total using a specific strategy with 70% accuracy.

Question 3: There are 35 children on the playground. When a class of 17 comes to the
playground, how many students are on the playground altogether? What strategy did you use?

A.62-grouping
B.52- number line
C.612- place value house

Level and Type:

-Blooms-Apply
-Knowledge Dimension- Procedural Knowledge
-Performance Centered

Assessment plan:

Improving Reliability
Definition: The amount of consistency of assessment results (scores). Reliability is a limiting
factor for validity. (Brookagar & Nikto, 2018).
In order to improve the reliability, make sure all students have the right amount of time to take
the test, and in addition, make sure students are familiar with what will be on the test before
taking it whether it is on paper or on a digital interface.

Improving Validity
Definition: The soundness of your interpretations and uses of students’ assessment results.
(Brookagar & Nikto, 2018).
In order to improve the validity of assessment, you must make sure that they are connected and
the goals of the assessment are clear and defined. In addition , make sure that you compare the
results to the other assessments so that data is similar.

Improving Differentiation:
Definition: Using different instruc-tional practices to meet the needs, abilities, interests,
motivations of students, regardless of differences in ability. (Brookagar & Nikto, 2018).
In order to improve differentiation in this assessment, students must have access to different
learning styles activities so that they are more successful during the assessment. Also you can
use different types of assessments to gain data on their knowledge.

Improving Student Learning:

In order to improve student learning, students must have access to different activities. When you
have access to their interest, their knowledge, their likes and dislikes, it allows us as educators to
gain data on how we can push them to better them as scholars.

Improving Future Assessments:

In order to improve future assessments, we can look at past assessments to see what we can do to
change these assessments to better fit our students and their test taking skills. Make sure we give
appropriate feedback to show that students also have the ability to learn from their mistakes on
an assessment.

Essay & Short Answer

Short Answer: https://forms.gle/ERwp7M84EJZdtvgQ8

Essay Assessment:https://forms.gle/Nj4xfi2nQMAgPeGf8
MGSE1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number,
without having to count; explain the reasoning used.

Objective Level & Type Short Answer Question

1. Students will be able Blooms- Discuss how to find ten more

to state the process of Procedural Knowledge than 22 on the number line.
using a strategy
learned to identify ten
more/less.

2. Students will be able Blooms- Tell how to find what number

to solve ten more/less Procedural Knowledge is ten less then 45 on the 120
problems by using a chart.
specific strategy (120
chart).

3. Students will be able Blooms- Jacob had 24 toy cars and was
to identify 10 more Factual Knowledge given 10 more. How many
and 10 less in terms of toy cars does he have now?
real world word
problems.

MGSE1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones
digits, recording the results of comparisons with the symbols >, =, and <.

Objective Level & Type Essay Question

1. Students will be able Blooms-Create (insert picture of 3 rods and 6

to create a model and Factual Knowledge units)
criticize original
answers using Hayden says the model shows
strategies learned a number less than 34. Justify
during place value why Hayden is wrong. Model
units (number line, the correct answer.
base ten blocks,etc.)

2. Students will be able Blooms- Knowledge Describe an experience from

to describe a real Metacognitive Knowledge your own life, where you
world experience needed to compare numbers?
where they were able
to apply place value
strategies during
everyday processes.

3. Students will be able Blooms-Understand Discuss how to compare 12

to discuss the process Procedural Knowledge and 18 using objects.
 in which two numbers
are the same and
different when using
concrete objects.

Assessment plan:

Improving Reliability
Definition: The amount of consistency of assessment results (scores). Reliability is a limiting
factor for validity. (Brookagar & Nikto, 2018).
In order to improve the reliability, make sure all students have the right amount of time to take
the test, and in addition, make sure students are familiar with what will be on the test before
taking it whether it is on paper or on a digital interface. In addition to what was said in previous
assessments, I would go a step further and make sure that students have access to feedback in the
from of highlights or rubrics so they know what they should focus on during rotation time.

Improving Validity
Definition: The soundness of your interpretations and uses of students’ assessment results.
(Brookagar & Nikto, 2018).
In order to improve the validity of assessment, you must make sure that they are connected and
the goals of the assessment are clear and defined. In addition , make sure that you compare the
results to the other assessments so that data is similar. In addition to what was said in previous
assessments, I would also go a step further and let the students had access to study guide that
may reflect the test in the future in some way.

Improving Differentiation:
Definition: Using different instruc-tional practices to meet the needs, abilities, interests,
motivations of students, regardless of differences in ability. (Brookagar & Nikto, 2018).
In order to improve differentiation in this assessment, students must have access to different
learning styles activities so that they are more successful during the assessment. Also you can
use different types of assessments to gain data on their knowledge.

Improving Student Learning:

In order to improve student learning, students must have access to different activities. When you
have access to their interest, their knowledge, their likes and dislikes, it allows us as educators to
gain data on how we can push them to better them as scholars.

Improving Future Assessments:

In order to improve future assessments, we can look at past assessments to see what we can do to
change these assessments to better fit our students and their test taking skills. Make sure we give
appropriate feedback to show that students also have the ability to learn from their mistakes on
an assessment. In addition to previous statements, I think that I would also make sure students
have access to multiple ways to give answers and feedback on the test because in first grade
students do not have the best handwriting, so I would use rubric/auditory methods via flipgrid or
seesaw.

Brookhart S. M., & Nitko A. J. (2018). Educational Assessment of Students,

(Subscription). [VitalSource Bookshelf]. Retrieved from
https://bookshelf.vitalsource.com/#/books/9780134785356/

https://cole2.uconline.edu/courses/46295/pages/objectives-the-a-dot-b-c-dot-d-method

https://www.schoolnet.org.za/teach10/resources/dep/thinking_frameworks/
bloom_taxonomy_4.htm

Higher Order Thinking

MGSE1.NBT.4 Add within 100, including adding a two digit number and a one-digit number
and adding a two-digit number and a multiple of ten (e.g., 24 + 9, 13 + 10, 27 + 40), using
concrete models or drawings and strategies based on place value, properties of operations, and/or
relationship between addition and subtraction; relate the strategy to a written method and explain
the reasoning used.

Objective Level and Type Higher Order Thinking

Problem

Students will extend their
knowledge past two digit
numbers in order to
successfully succeed this
critical thinking problem
using 3 digits and multiple
clues.
Bloom: Understand
Procedural Knowledge
What are our numbers?
The largest digit in Lisa’s
number is in the tens place.
The sum of the 3 digits in
Marks number is an off
number. Write each kid’s
number.

321 584 427

 Mark

Lisa

Tim

Students will identify which
group does not belong by
analyzing each choice to
accurately make a choice.
Bloom: Knowledge Which one does not belong?
Factual Knowledge a. 20+9
b. 2 rods 9 units (show
picture)
c. 2 tens 9 ones
d. 2 set of bananas (10
bananas in each set)
and 8 individual
bananas

Explain your thinking.

Student will identify what Bloom: Knowledge What number am I ?

number is represented by
analyzing the clues
represented within the
prompt.
Metacognitive Knowledge
I am a 3 digit number. The
sum of my 3 digits is 19. I
have more ones than
hundreds. Write three
numbers I can be.

Assessment Plan

Improving Reliability
Definition: The amount of consistency of assessment results (scores). Reliability is a limiting
factor for validity. (Brookagar & Nikto, 2018).
In order to improve the reliability, make sure all students have the right amount of time to
complete the tasks given to them. In addition, using rubrics and tools of good grading substance
to allow students to understand how to get the most points.

Improving Validity
Definition: The soundness of your interpretations and uses of students’ assessment results.
(Brookagar & Nikto, 2018).
In order to improve the validity of assessment, you must make sure that they are connected and
the goals of the assessment are clear and defined. In addition , make sure that you compare the
results to the other assessments so that data is similar.

Improving Differentiation:
Definition: Using different instructional practices to meet the needs, abilities, interests,
motivations of students, regardless of differences in ability. (Brookagar & Nikto, 2018).
In order to improve differentiation in this assessment, students must have access to different
learning styles activities so that they are more successful during the assessment. Also you can
use different types of assessments to gain data on their knowledge.

Improving Student Learning:

In order to improve student learning, students must have access to different activities. When you
have access to their interest, their knowledge, their likes and dislikes, it allows us as educators to
gain data on how we can push them to better them as scholars.

Improving Future Assessments:

In order to improve future assessments, we can look at past assessments to see what we can do to
change these assessments to better fit our students and their test taking skills. Make sure we give
appropriate feedback to show that students also have the ability to learn from their mistakes on
an assessment.

Brookhart S. M., & Nitko A. J. (2018). Educational Assessment of Students,

(Subscription). [VitalSource Bookshelf]. Retrieved from
https://bookshelf.vitalsource.com/#/books/9780134785356/

Performance
Performance Task #1

Objective: Students will use manipulatives and tools to discuss different methods of solving a
place value word problem with background knowledge of place value and grouping.

Level & Type:

Blooms: Analyze
Procedural Knowledge

Standards:

MGSE1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens
and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten
ones — called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three,
four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer
to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
MGSE1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number
and adding a two-digit number and a multiple of ten (e.g., 24 + 9, 13 + 10, 27 + 40), using
concrete models or drawings and strategies based on place value, properties of operations, and/or
relationship between addition and subtraction; relate the strategy to a written method and explain
the reasoning used.

Name _____________________________

Materials: Monkey cut outs, small manipulatives, chart paper, highlighters,

Directions: Students can show the different ways that the 48 monkeys can be grouped as long as
they're different numbers. They can use blocks, drawings, any tools they would like to solve the
problem.
Monkeys at the Zoo
Forty-eight new monkeys arrive at the zoo.
The zookeeper, Katy, needs to put them into cages.
Each cage must have the same number of monkeys.

Show different ways the zoo keeper can put the 48 monkeys in cages. Justify your thinking and
explain your solution.
Performance Task #2

Objectives:
Students will use cubes and spinners to create number sentences and new numbers so that they
can be able to analyze the number and their place values.

Level & Type:

Blooms: Create
Factual Knowledge

Standards:
MGSE1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens
and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten
ones — called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three,
four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer
to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
MGSE1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number
and adding a two-digit number and a multiple of ten (e.g., 24 + 9, 13 + 10, 27 + 40), using
concrete models or drawings and strategies based on place value, properties of operations, and/or
relationship between addition and subtraction; relate the strategy to a written method and explain
the reasoning used.

Task

Materials: 0-9 Spinners (4), Place Value Mat (HTO), Tower of 10 equation Recording Sheet,
number cubes

Directions:

● The teacher will model the “Building Towers of 10” game with the class.
● The students should understand that when there are ten groups of 10 a new place is
created for this bundle.
● Students should discuss how this number is different, what happens to the digits and
understand when a new place value position is needed.
● Students work with a partner and play the “Building Towers of 10” game.
 ● Students take turns tossing both number cubes and creating a number sentence with the
two numbers.
● Students will find the sum and add this number of cubes to the place value mat.
● Once the ones column is full the student will connect the cubes and move them to the
tens column.
● Players will work together on one mat until they have created ten towers of 10.
● Allow students to play without any recording and focus on building the representation.

1st Number Rolled 2nd Number Rolled Addition equation

Performance Task #3

Objective: Students will use manipulatives and dice to apply knowledge of place value to
performance task/game to show understanding of place value and construction of numbers.

Level & Type:

Blooms: Apply
Procedural Knowledge:

Standards:
MGSE1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens
and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten
ones — called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three,
four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer
to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

MGSE1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.
Materials:
- Game board
- 10 ones and 9 rods
- 6 sided dice

Directions:
- Every student has a game board and they all take turns rolling the dice.
- Students add the number of ones to their mat that match each roll.
- If they count past 10 they can not count on without trading for a rod.
- At the end of turn the player must state what they have on their mat and say the total.
( ex: I have 3 rods and 2 ones which makes the number 32).

Assessment Plan

Improving Reliability
Definition: The amount of consistency of assessment results (scores). Reliability is a limiting
factor for validity. (Brookagar & Nikto, 2018).
In order to improve the reliability, make sure all students have the right amount of time to
complete the tasks given to them. In addition, using rubrics and tools of good grading substance
to allow students to understand how to get the most points.

Improving Validity
Definition: The soundness of your interpretations and uses of students’ assessment results.
(Brookagar & Nikto, 2018).
In order to improve the validity of assessment, you must make sure that they are connected and
the goals of the assessment are clear and defined. In addition , make sure that you compare the
results to the other assessments so that data is similar.

Improving Differentiation:
Definition: Using different instructional practices to meet the needs, abilities, interests,
motivations of students, regardless of differences in ability. (Brookagar & Nikto, 2018).
In order to improve differentiation in this assessment, students must have access to different
learning styles activities so that they are more successful during the assessment. Also you can
use different types of assessments to gain data on their knowledge.

Improving Student Learning:

In order to improve student learning, students must have access to different activities. When you
have access to their interest, their knowledge, their likes and dislikes, it allows us as educators to
gain data on how we can push them to better them as scholars.
Improving Future Assessments:
In order to improve future assessments, we can look at past assessments to see what we can do to
change these assessments to better fit our students and their test taking skills. Make sure we give
appropriate feedback to show that students also have the ability to learn from their mistakes on
an assessment.