Amber Brethour Module 3 Assignment 2 Written Response Math Interventionist (K-5)

Target-Method-Match + Written 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
Learning Targets K = Knowledge, Summative Selected Response Assessment
R = Reasoning,
(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
of Items 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

rows and columns and write a X SR
repeated addition equation

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 2 points each

3 for 2 items
repeated addition equation and X WR 1-3 items 3 points for 1
explain the reasoning item
7 points total

MA.2.6.7 create rectangular arrays that answer

3 points
real-world problems and develop X 4 each
equations that find the sum using WR 4-7
items 12 points
repeated addition total

Total Points for Written Response Assessment 19 points

Amber Brethour Module 3 Assignment 2 Written Response Math Interventionist (K-5)

Name:_______________ ______/19 points possible

Array Written 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.2.6.6 determine if an array 3 items 1- ____/2 points
matches a repeated addition Question numbers 1-3 2- ____ /3 points
equation and explain the 3- ____/2 points
reasoning Total- ____/7 points
MA.2.6.7 create rectangular 4 items 4- ____/3 points
arrays that answer real-world Question numbers 4-7 5- ____/3 points
problems and develop 6- ____/3 points
equations that find the sum Total- ____/12 points
using repeated addition
Total points ____/19
Amber Brethour Module 3 Assignment 2 Written Response Math Interventionist (K-5)

Interpretive Items:
Directions: Use the array below to write one sentence that explains which person wrote the
correct repeated addition sentence and gives one reason why. (2 points possible based on a
rubric)
1. Sally said the repeated addition sentence for the array is 4 + 4 + 4 = 12. Emily said the
repeated addition sentence is 3 + 3 + 3 = 12. Using your knowledge about arrays, who
has the correct repeated addition sentence? Explain your thinking in one sentence.
(MA.2.6.6)

Scoring:
2 points- correctly named the individual with the correct addition number sentence and gave a valid
explanation why.
1 point- correctly named the individual with the correct number sentence but did not write an
explanation or their reasoning was faulty.
0 points- did not name the individual with the correct number sentence and explanation if offered,
represents faulty reasoning.
Student score: _____ /2 points
Amber Brethour Module 3 Assignment 2 Written Response Math Interventionist (K-5)

2. Does the array math the repeated addition sentence? Why or why not? Explain your
answer. If it does not match, write the correct addition sentence. (MA.2.6.6)

3 + 3 + 3 + 3 = 12

Scoring:
3 points- correctly identify if the addition number sentence matches gave a valid explanation why,
and provided the correct number sentence
2 points- correctly identify if the addition number sentence matches and was either able to give a
valid explanation why or provided the correct number sentence
1 point- correctly identify if the addition number sentence matches but did not give an explanation
or provide the correct number sentence
0 points- could not identify whether the addition number sentence matches, the explanation was
faulty, and the number sentence provided still does not match
Student score: _____ /3 points
Amber Brethour Module 3 Assignment 2 Written Response Math Interventionist (K-5)

Short Answer:
Directions: Please use the array to answer this question. Write your answers in the
space provided.
3. What are the two addition number sentences that match this array? (MA.2.6.6)

Scoring:
2 points- provides two matching addition number sentences
1 point- provides only one matching addition sentence.
0 points- provided incorrect addition number sentences
Student score: ____/2 points
Amber Brethour Module 3 Assignment 2 Written Response Math Interventionist (K-5)

Directions: Carefully read each real-world word problem. Draw an array, write a
repeated addition sentence, then solve. Please show your work. You must have an
array, an addition sentence, and an answer written with a label. (3 points each)
4.There are 2 rows with 5 cookies in each 5. Sarah put chairs into 4 rows of 3 chairs
row. How many cookies are there in all? in each row. How many chairs did she
(MA.2.6.7) use? (MA.2.6.7)

Student Score ____/3 points Student Score ____/3 points

6.Emily arranges books on a bookshelf. 7. There are 3 rows of crayons in a box.
She has 4 rows each with 5 books. How Each row has 4 crayons. How many
many books does she have? (MA.2.6.7) crayons are in a box? (MA.2.6.7)

Student Score ____/3 points Student Score ____/3 points

Scoring:
3 points- correctly have all three parts; draws an array, writes an addition sentence, and solves the
problem with a label
2 points- correctly have two of the three parts; draws an array, writes an addition sentence, and
solves the problem with a label
1 point- correctly has one of the three parts; draws an array, writes an addition sentence, and solves
the problem with a label
0 points- could not correctly do any of the three parts correctly
Amber Brethour Module 3 Assignment 2 Written 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,