Amber Brethour Module 3 Assignment 1- Selected Response Math Interventionist (K-5)

Target-Method-Match + Selected Response Blueprint

Unit Outcome # High Achievement Unit Outcome

Students will compose rectangular arrays up to 5 rows and 5 columns, then model repeated
MA.2.4 addition and write an equation to express the total and answer real-world problems.

Target Type
K = Knowledge, Selected Response
Learning Targets Summative
R = Reasoning, Assessment
(Include ALL Learning Targets for this unit) S = Skill, P =
Assessment Methods
Blueprint
Product

Sample
SR WR PA PC Test Sizes
Target # Learning Targets K R S P Selected Written
Performance,
Product,
Personal Question
Response Response Comm.
Project Numbers Number Number
of Items of points

MA.2.6.1 identify if groups are equal X PC

MA.2.6.2 arrange objects into equal groups

and model repeated addition, then X PA
write an equation

MA.2.6.3 use equal groups and develop equal

X PA
rows and columns

MA.2.6.4 describe arrays by their number of 22

22
rows and columns and write a items
X SR 1-15 Total
repeated addition equation 1 pt
points
each

MA.2.6.5 model repeated addition and

compose rectangular arrays up to 5
rows and 5 columns and write a X PA
repeated addition equation

MA.2.6.6 determine if an array matches a

repeated addition equation and X WR
explain the reasoning

MA.2.6.7 create rectangular arrays that answer

real-world problems and develop X
equations that find the sum using WR
repeated addition

Total Points for Selected Response Assessment 22 points

 Amber Brethour Module 3 Assignment 1- Selected Response Math Interventionist (K-5)

Name:_______________ ______/22 points possible

Array Selected Response Assessment

High Achievement Unit Outcome
MA.2.4 Students will compose rectangular arrays up to 5 rows and 5 columns, then
model repeated addition and write an equation to express the total and answer real-
world problems.

Learning Targets Components Questions Score

MA.2.6.4 describe arrays by 1-15 ___/ 22 points
their number of rows and
columns and write a repeated
addition equation

Multiple Choice
Directions: Read each question-and-answer choice carefully. Please circle the correct
letter from the choices. (1 point each)

1. What is the repeated addition sentence that matches this array? (MA.2.6.4)

a. 2 + 2 = 4
b. 3 + 3= 6
c. 3 + 3 + 3 = 9
 Amber Brethour Module 3 Assignment 1- Selected Response Math Interventionist (K-5)

2. Which array matches the repeated addition sentence 4 + 4 + 4= 12 (MA.2.6.4)

a.

b.

c.

3. Which array has 3 rows? (MA.2.6.4)

a.

b.

c.
 Amber Brethour Module 3 Assignment 1- Selected Response Math Interventionist (K-5)

4. How many columns are in this array? (MA.2.6.4)

a. 3
b. 2
c. 8

True or False:
Directions: Carefully look at the array and read each statement. Circle True if the statement is
true or False is the statement is false. (1 point each)

5. The array has 4 rows True False (MA.2.6.4)

6. The array has 4 columns True False (MA.2.6.4)

7. A repeated addition sentence for this array is 4 + 4 + 4= 12 True False (MA.2.6.4)

Amber Brethour Module 3 Assignment 1- Selected Response Math Interventionist (K-5)

Fill-In-The Blank:
Directions: Read the incomplete sentence below carefully. Please use the array below and
write the correct number that completes the sentence in the blank provided. (1 point for each
blank)

8. How many rows? ____ rows (MA.2.6.4)

9. How many columns? ____ columns (MA.2.6.4)
10. What is a repeated addition sentence that matches the array? (MA.2.6.4)
_______ + ______ = _______
11. What is another repeated addition sentence that matches the array? (MA.2.6.4)
____ + ____ + ____ + ____ + _____ = ____
Amber Brethour Module 3 Assignment 1- Selected Response Math Interventionist (K-5)

Matching:
Directions: Match the array to the correct repeated addition sentence. Not all arrays
will be used. Please write the letter that corresponds on the line provided. (1 point
each)

12. _____ 5 + 5 + 5 = 15 (MA.2.6.4)

13. _____ 4 + 4 = 8 (MA.2.6.4)

14. _____ 3 + 3 + 3 = 9 (MA.2.6.4)

15. _____ 6 + 6 = 12 (MA.2.6.4)

A.

B.

C.

D.

E.
Amber Brethour Module 3 Assignment 1- Selected Response Math Interventionist (K-5)

Array Selected Response Assessment

Answer Key
1. B
2. C
3. A
4. B
5. False
6. True
7. True
8. 2
9. 5
10. 5 + 5 = 10
11. 2 + 2 + 2 + 2 + 2 = 10
12. C
13. E
14. A
15. D
Amber Brethour Module 3 Assignment 1- Selected Response Math Interventionist (K-5)

Validity Checklist
Validity
An assessment is valid if it truly assesses or measures what was intended. Standardized tests and research
measurements usually must have their validity proved through statistical analysis, which includes more rigor
than is really needed for local assessments. However, we do want to be sure our assessments are valid;
otherwise, the information we get from them would not be accurate, and resulting decisions and actions would
be flawed.

Validity Checklist
_____ Assessment Construction: Did you follow the specific guidelines for creating questions for each
assessment type, such as selected response, written response, performance, or personal communication?

_____ Coverage and Alignment: Did you compare—question by question—the test items to the outcome and
components? You should be able to show precisely where each question matches an outcome or
component/learning target. Likewise, there should be no components/learning targets untested.

_____ Variety and Bias: Examine the assessment items, as a whole, to ensure they support a variety of
learning styles or multiple intelligences. Did you avoid using language that might be offensive to students based
on their gender, ethnicity, socioeconomic status, religion, or other group-defining characteristics? Also, did you
avoid using a context that might be unfamiliar to some of the students being assessed?

_____ Vocabulary: Check your vocabulary and grammar. For example, a third grade test should not have any
words above a third grade reading level unless they are specialized words in the content of the outcome, such as
photosynthesis in a science outcome. Likewise, at all levels, keep grammar as simple as possible. Unless you are
testing grammar or higher-level reading comprehension, don’t use complex, compound sentences, or items set
off in parentheses. To do so is to cause a reading comprehension issue. Students may know the subject content
very well, but they get bogged down in the way the questions or instructions are worded.

_____ Format: Be sure to consider the format of your assessment. Font size should be age- appropriate. Any
graphics should be clear enough and large enough for good viewing, and easily located from the related test
questions. Be sure to leave ample space for students to write answers if it is a paper test.

_____ Scoring and Criteria: Be sure each item can be scored reliably and efficiently using criteria and a key by
a variety of testers. Did you attach the key and/or rubric? Have levels of performance been established? A
description should exist of what student performance looks like at each level, including establishing rubrics or
cut scores that differentiate among the levels (Beginning, Progressing, Proficient, Advanced, for example).

_____ Administrative Guidelines: Is there a standard set of directions for all teachers administering the
assessment? Does it include information such as how long the assessment should take, in what time frame it
should be administered, what directions the teacher should give, and how much and what kinds of assistance
the teacher should offer students who struggle or ask questions?

Taken from Pathways to School Improvement, 2017, Curriculum Leadership Institute, Emporia,
Amber Brethour Module 3 Assignment 1- Selected Response Math Interventionist (K-5)

Selected Response Test Quality Checklist

1. General guidelines for all formats
Keep wording simple and focused. Aim for lowest possible reading level.
Ask a question. (Dr.Limpert is okay with statements in True or False, Fill-in-the-Blank, or Multiple Choice – use
your judgment.)
Avoid providing c l u e s within and between items.
Correct answer should not be obvious without mastering material tested.
Highlight critical words (e.g., most, least, except, not).
2. Guidelines for multiple-choice items
State whole question/statement in item stem.
Eliminate repetition of material in response options.
Be sure there is only one correct or best answer. (Use your judgment in upper level courses)
Keep response options brief and parallel.
Make all response options the same length.
Limit use of "all" or "none of the above."
Use "always" and "never" with caution.
3. Guideline for true/false items
Make them entirely true or entirely false as stated.
4. Guidelines for matching items
Provide clear directions for the match to be made.
Keep list of items to be matched (stems) brief (maximum length is 10).
Include only homogeneous items.
Keep wording of response options brief and parallel.
Provide more response options than stems.
5. Guidelines for fill-in items (Note: If you use a Word Bank, have at least one extra word option.)
Provide one blank per item.
Do not make length of blank a clue.
6. Formatting test items
Be consistent in the presentation of an item type.
Keep all parts of a test question on one page.
Avoid crowding too many questions on one page.
Arrange items from easy to hard.
Try to group similar formats together.
Avoid misleading layout.
7. Writing directions
Write clear, explicit directions for each item type.
State the point value of each item type or the score for Standards Referenced Grading.
Indicate how the answer should be expressed (e.g., should the word true or false be written, or T or F? Should numbers
be rounded to the nearest tenth? Should units such as months, meters, or grams be included in the answer?)
8. Time
Make sure the test is not too long for the time allowed.