Amber Brethour Module 5 Assignment 2 All Summative Assessments Math Interventionist (K-5)

Target-Method-Match + Blueprint
Unit Outcome
Number Enter the High Achievement Unit Outcome below.

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.

Learning Targets for High Achievement Summative Assessment Assessment

Target
Unit Outcome Method Blueprint
Type
K = Knowledge
(The Learning Targets should fulfill the High R = Reasoning You can have more than one
S = Skill Sample Size
Achievement Unit Outcome and have a variety of P = Product
assessment method for each
Learning Target.
%
verbs from all levels of Bloom’s Taxonomy.)
Learning
Target Learning Targets K R S P SR WR PA PC Test
Number Selected
Response
Written
Response
Performance
Product
Personal
Communication Items
Points %
(Example: Project
SS8.1.1)
identify if groups are equal. PC
2 2 pts 10
MA.2.6.1
X PC PC 3 ea.
1 3 pts
7 total
MA.2.6.2 arrange objects into equal groups PA
and model repeated addition, then 2 2 pts
X PA PA 2 6
write an equation. ea.
4 total
MA.2.6.3 use equal groups and develop equal PA
rows and columns 2 2 pts
X PA PA 2 6
ea.
4 total
MA.2.6.4 describe arrays by their number of SR
rows and columns and write a 22 1 pt
X SR SR 22
repeated addition equation. ea. 32
22 total
MA.2.6.5 model repeated addition and
compose rectangular arrays up to 5 PA
rows and 5 columns and write a X PA PA 1 1 12 pts 18
repeated addition equation 12 total

MA.2.6.6 determine if an array matches a WR

repeated addition equation and 1 3 pts
explain the reasoning X WR WR 3 2 2 10
pts ea.
7 total
MA.2.6.7 create rectangular arrays that
WR
answer real-world problems and
4 3 pts
develop equations that find the sum WR WR 4 18
X ea.
using repeated addition
12 total

68 100
TOTALS
Points Percent
 Amber Brethour Module 5 Assignment 2 All Summative Assessments 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 Questions Score

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

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 5 Assignment 2 All Summative Assessments 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 5 Assignment 2 All Summative Assessments 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 5 Assignment 2 All Summative Assessments 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 5 Assignment 2 All Summative Assessments 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 5 Assignment 2 All Summative Assessments 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 5 Assignment 2 All Summative Assessments 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 Questions Score

Components
MA.2.6.6 determine if an 3 items 1.____/2 points
array matches a repeated Questions 1-3 2.____ /3 points
addition equation and explain 3.____/2 points
the reasoning Total: ____/7 points

MA.2.6.7 create rectangular 4 items 4.____/3 points

arrays that answer real-world Questions 4-7 5.____/3 points
problems and develop 6.____/3 points
equations that find the sum 7.____/3 points
using repeated addition Total: ___/12 points

Total points: ___/19

Amber Brethour Module 5 Assignment 2 All Summative Assessments 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)

Array Written Response Scoring Guide Question 1:

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 5 Assignment 2 All Summative Assessments 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

Array Written Response Scoring Guide Question 2:

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 5 Assignment 2 All Summative Assessments 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)

Array Written Response Scoring Guide Question 3:

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 5 Assignment 2 All Summative Assessments 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 5. Sarah put chairs into 4 rows of 3
each row. How many cookies are chairs in each row. How many chairs
there in all? (MA.2.6.7) did she use? (MA.2.6.7)

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

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

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

Array Written Response Scoring Guide Questions 4-7:

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 5 Assignment 2 All Summative Assessments Math Interventionist (K-5)

Name: _______________ ______/20 points possible

Array Performance Assessments

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 Questions Score
Components
MA.2.6.2 arrange objects into 2 items
equal groups and model Questions 1-2 1.Score: ____/2 points
repeated addition, then write 2.Score: ____/2 points
an equation
MA.2.6.3 use equal groups 2 items 3.Score: ____ /2 points
and develop equal rows and Questions 3-4 4.Score: ____/ 2 points
columns
MA.2.6.5 model repeated 1 Item
addition and compose Question 5 5.Score: ____/ 12 points
rectangular arrays up to 5
rows and 5 columns and write
a repeated addition equation
Total Score: __/20 points
Amber Brethour Module 5 Assignment 2 All Summative Assessments Math Interventionist (K-5)

1.This is a one-one assessment where students will demonstrate their

knowledge of equal groups and repeated addition (MA.2.6.2) (2 points)
Materials: 12 counter chips
paper
pencil
Time: 5 minutes

a. Teacher reads: There are 12 counters in front of you. Please place them into 4
equal groups.
Student: at this time, the student will be manipulating the counter chips to place
them into 4 equal groups. (Give the student no more than 3 minutes to complete
this task.)

b. Teacher reads: Now that you have your counters into 4 equal groups, please write
a repeated addition number sentence using your paper and pencil.
Student: at this time, the student will use their paper and pencil to write a repeated
addition sentence that matches their equal groups. (Give the student no more than
2 minutes to complete this task.)

Array Performance Assessment Scoring Guide Number 1:

2 points- correctly did both parts of the task; made 4 equal groups and write a correct
addition number sentence
1 point- correctly did one part of the task; made 4 equal groups or used the 4 groups to make
an array with 4 equal rows
0 points- did not correctly make 4 equal groups or 4 equal rows
Student score: _____ /2 points
Amber Brethour Module 5 Assignment 2 All Summative Assessments Math Interventionist (K-5)

2.This is a one-one assessment where students will demonstrate their

knowledge of equal groups and repeated addition (MA.2.6.2) (2 points)
Materials: 18 counter chips
paper
pencil
Time: 5 minutes

a. Teacher reads: There are 18 counters in front of you. Please place them into 3
equal groups.
Student: at this time, the student will be manipulating the counter chips to place
them into 3 equal groups. (Give the student no more than 3 minutes to complete
this task.)

b. Teacher reads: Now that you have your counters into 3 equal groups, please write
a repeated addition number sentence using your paper and pencil.
Student: at this time, the student will use their paper and pencil to write a repeated
addition sentence that matches their equal groups. (Give the student no more than
2 minutes to complete this task.)

Array Performance Assessment Scoring Guide Number 2:

2 points- correctly did both parts of the task; made 3 equal groups and write a correct
addition number sentence
1 point- correctly did one part of the task; made 3 equal groups or used the 3 groups to make
an array with 4 equal rows
0 points- did not correctly make 3 equal groups or 3 equal rows
Student score: _____ /2 points
Amber Brethour Module 5 Assignment 2 All Summative Assessments Math Interventionist (K-5)

3. This is a one-one assessment where students will demonstrate their

knowledge of using equal groups to develop equal rows (MA.2.6.3) (2 points)
Materials: 20 counter chips
Time: 6 minutes

a. Teacher reads: There are 20 counters in front of you. Please place them into 5
equal groups.
Student: at this time, the student will be manipulating the counter chips to place
them into 5 equal groups. (Give the student no more than 3 minutes to complete
this task.)

b. Teacher reads: Now that you have your counters into 5 equal groups, please place
them into an array with 5 equal rows.
Student: at this time, the student will be manipulating the counter chips to place the
5 equal groups into 5 equal rows. (Give the student no more than 3 minutes to
complete this task.)

Array Performance Assessment Scoring Guide Number 3:

2 points- correctly did both parts of the task; made 5 equal groups and used the 5 groups to
make an array with 5 equal rows
1 point- correctly did one part of the task; made 5 equal groups or used the 5 groups to make
an array with 5 equal rows
0 points- did not correctly make 5 equal groups or 5 equal rows
Student score: _____ /2 points
Amber Brethour Module 5 Assignment 2 All Summative Assessments Math Interventionist (K-5)

4. This is a one-one assessment where students will demonstrate their

knowledge of using equal groups to develop equal columns (MA.2.6.3) (2
points)
Materials: 15 counter chips
Time: 6 minutes

a. Teacher reads: There are 15 counters in front of you. Please place them into 3
equal groups.
Student: at this time, the student will be manipulating the counter chips to place
them into 3 equal groups. (Give the student no more than 3 minutes to complete
this task.)

b. Teacher reads: Now that you have your counters into 3 equal groups, please place
them into an array with 3 equal columns.
Student: at this time, the student will be manipulating the counter chips to place the
3 equal groups into an array with 3 equal columns. (Give the student no more than
3 minutes to complete this task.)

Array Performance Assessment Scoring Guide Number 4:

2 points- correctly did both parts of the task; made 3 equal groups and used the 3 groups to
make an array with 3 equal columns
1 point- correctly did one part of the task; made 3 equal groups or used the 3 groups to make
an array with 3 equal columns
0 points- did not correctly make 3 equal groups or 3 equal columns
Student score: _____ /2 points
Amber Brethour Module 5 Assignment 2 All Summative Assessments Math Interventionist (K-5)

5. This is an individual project where students will demonstrate their

knowledge of arrays and repeated addition to create a product (cityscape).
Students will create buildings that have windows as arrays. Teacher will walk
around and observe without any assistance. (MA.2.6.5) (12 points)

ARRAY CITYSCAPE

Directions: You will be creating a cityscape. Use what you have learned
about arrays to create skyscraper buildings that have windows in the shape
of an array. Use the construction paper to make your buildings and use the
preprinted colored squares as your windows/array. You will have 5 math
periods to complete this assignment.
Materials:
Construction paper (black for the sky, various colors for the buildings)
Preprinted square-colored template (various colors, used as the windows)
Scissors
Glue
Black Marker
To Complete this Assignment:
1. Your cityscape must have at least 4 buildings.
2. Each building needs to have windows in the shape of an array. The rows and
columns must be straight and equal. NO ARRAY MORE THAN 5 ROWS OR
5 COLUMNS
3. On the bottom of the building write a repeated addition sentence that matches
the building
Examples:
Amber Brethour Module 5 Assignment 2 All Summative Assessments Math Interventionist (K-5)

Performance Assessment Scoring Guide

Array City Project Rubric
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
MA.2.6.5 model repeated addition and compose rectangular arrays up to 5
rows and 5 columns and write a repeated addition equation
4 3 2 1
Constructed I have 4 I have 3 I have 2 I have 1
Buildings: buildings. buildings. buildings. building.

Windows/Array: 4 windows 3 windows 2 windows 1 window is

are arranged are arranged are arranged
into correct into correct arranged into correct
arrays. arrays into correct arrays
arrays
Repeated 4 buildings 3 buildings 2 buildings 1 building
Addition have have have has a
Sentence: repeated repeated repeated repeated
addition addition addition addition
sentences sentences sentences sentence
that match that match that match that
the array. the array. the array. matches the
array.
Additional Comments: Total: __/12
Amber Brethour Module 5 Assignment 2 All Summative Assessments Math Interventionist (K-5)

Name: _______________ ______/7 points possible

Array Personal Communication 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 Questions Score
Components
MA.2.6.1 identify if groups 3 items
are equal Questions 1-3 1.Score: ___/2 points
2.Score: ___/2 points
3.Score: ____/3 points

Total: ___/7 points

Oral Examination: This is a one-on-one assessment that teachers will complete with
each student. Information from this assessment will be used summatively for the learning
target MA.2.6.1 to determine how well students understand equal groups and their ability
to determine if groups of objects are equal or not. Teachers will record answers during the
assessment and will use the information to grade based on a rubric. The information will
be used to determine students’ mastery on the standard. After the oral examination has
taken place, students will receive their rubric with their score.

Question 1. (MA.2.6.1) (2 points)

a. Teacher reads: (Show students the above) Please look at this group of objects, are
they arranged into equal groups?
Student: will respond to this question with a yes or no

b. Teacher reads: Why or why not?

Student: will respond to this question with a reason for why the groups are equal or
why they are not equal
Answer: No, these groups are not equal because each group has a different
amount of triangles/ shapes
Amber Brethour Module 5 Assignment 2 All Summative Assessments Math Interventionist (K-5)

Question 2. (MA.2.6.1) (2 points)

a. Teacher reads: (Show students the above) Please look at this group of objects, are
they arranged into equal groups?
Student: will respond to this question with a yes or no

b. Teacher reads: Why or why not?

Student: will respond to this question with a reason for why the groups are equal or
why they are not equal

Answer: Yes, these groups are equal because each group has 5 triangles/ shapes
in it

Array Personal Communication Assessment Scoring Guide Question 1 and 2:

2 points- correctly did both parts of the task; was able to determine if a group of objects was
equal and gave a valid reason why or why not
1 point- correctly did one part of the task; was able to determine if a group of objects was
arranged into equal groups or gave a valid reason why or why not
0 points- could not determine if a group of objects was equal and could not give a valid reason
why or why not
Student score: _____ /2 points
Amber Brethour Module 5 Assignment 2 All Summative Assessments Math Interventionist (K-5)

Question 3. (MA.2.6.1) (3 points)

a. Teacher reads: (Show students the above) Please look at this group of objects, are
they arranged into equal groups?
Student: will respond to this question with a yes or no

b. Teacher reads: Why or why not?

Student: will respond to this question with a reason for why the groups are equal or
why they are not equal

IF STUDENT ARE ABLE TO IDENITFY THAT THIS GROUP OF OBJECTS IS

NOT ARRANGED INTO EQUAL GROUPS, PLEASE CONTINUE ON TO PART C
OF THE QUESTION. IF THEY IDENIFITED THIS GROUP OF OBJECTS AS
EQUAL, PLEASE STOP THE ASSESSMENT AND DO NOT GO ON TO PART C

c. Teacher reads: How can I make these groups equal?

Student: will respond to this question with a way to make the groups equal

Answer: No, these groups are not equal because one group has 2 triangles/
shapes, and the other group has 3 triangles/shapes. A way to make these groups
equal is to add another one to the group of 2 or to take one away from the group of
3.

Array Personal Communication Assessment Scoring Guide Question 3:

3 points- correctly did all 3 parts of the task; was able to determine if a group of
objects was equal, gave a valid reason why it is not equal, and gave a way to make
them equal
2 points- correctly did 2 parts of the task; was able to determine if a group of objects
was equal, gave a valid reason why it is not equal, or gave a way to make them equal
1 point- correctly did 1 part of the task; was able to determine if a group of objects
was equal, gave a valid reason why it is not equal, or gave a way to make them equal
0 points- could not determine if a group of objects was equal, could not give a valid
reason why it is not equal, and could not tell how to make them equal
Student score: _____ /3 points
Amber Brethour Module 5 Assignment 2 All Summative Assessments Math Interventionist (K-5)

Assessment Critique 1
1. What type of assessment is this? _X__Selected Response, ____Written Response,
___Performance, OR ____Personal Communication

2. Indicate any problems with the following:

a. Are there clear instructions about what students are to do? Yes, each section tells
students exactly what they need to do.
b. Has an answer key or rubric been provided for each and are they easy to use? Yes,
an answer key has been attached.
c. Are the criteria stated clearly and easy to apply? Yes, each question is 1 point. 1
point for yes, they got it or zero points if they did not get it correct.

3. Is it an appropriate type of assessment for the Learning Target(s)? YES NO Explain:

Yes, this is an appropriate type of assessment for this learning target because
selected response are good matches to knowledge-based learning.

4. Does the assessment align with the outcome and components/learning targets?
a. Are there any items in the outcome or components/learning targets that are not
included in the assessment? If so, which ones? No, this assessment covers this
whole standard and is the only assessment needed to show students’
knowledge of the learning target.

b. Are there any items in the assessment that are not in the outcome or
components/learning targets? If so, which ones? No, this assessment only
assesses students’ knowledge of arrays (rows and columns) and repeated
addition, which is what this learning target covers.

5. Is the vocabulary appropriate for the age of the student? YES NO

6. Are there any problems with the format? YES NO If yes, please explain.

7. Is there evidence of bias in the assessment? YES NO If yes, please explain:

8. Is the answer key/rubric satisfactory? YES NO If no, please explain:

9. Are the criteria for how well students must do easy to understand and apply?
YES NO if no, please explain:
Amber Brethour Module 5 Assignment 2 All Summative Assessments Math Interventionist (K-5)

Assessment Critique 2
1. What type of assessment is this? ____Selected Response, _X__Written Response,
___Performance, OR ____Personal Communication

2. Indicate any problems with the following:

a. Are there clear instructions about what students are to do? Yes, each question
has specific instructions for students to follow.
b. Has an answer key or rubric been provided for each and are they easy to use? Yes,
each question has a rubric attached with specific criteria for each level.
c. Are the criteria stated clearly and easy to apply? Yes, the criteria are stated
clearly and easy to apply for a grade.

3. Is it an appropriate type of assessment for this Learning Target(s)? YES NO Explain:

Yes, because reasoning skills are best assessed using written response questions.

4. Does the assessment align with the outcome and components/learning targets?
a. Are there any items in the outcome or components/learning targets that are not
included in the assessment? If so, which ones? No, this assessment covers this
whole standard and is the only assessment needed to show students’
knowledge of the learning target.

b. Are there any items in the assessment that are not in the outcome or
components/learning targets? If so, which ones? No, this assessment only
assesses students’ understanding and reasoning to arrays (rows and
columns) and repeated addition, which is what this learning target covers.

5. Is the vocabulary appropriate for the age of the student? YES NO

6. Are there any problems with the format? YES NO If yes, please explain.

7. Is there evidence of bias in the assessment? YES NO If yes, please explain:

8. Is the answer key/rubric satisfactory? YES NO If no, please explain:

9. Are the criteria for how well students must do easy to understand and apply?
YES NO if no, please explain:
Amber Brethour Module 5 Assignment 2 All Summative Assessments Math Interventionist (K-5)

Assessment Critique 3
1. What type of assessment is this? ____Selected Response, ____Written Response,
_X__Performance, OR ____Personal Communication

2. Indicate any problems with the following:

a. Are there clear instructions about what students are to do? Yes, each question
has specific instructions for students to follow.
b. Has an answer key or rubric been provided for each and are they easy to use? Yes,
each question has a rubric attached with specific criteria for each level.
c. Are the criteria stated clearly and easy to apply? Yes, the criteria are stated
clearly and easy to apply for a grade.

3. Is it an appropriate type of assessment for this Learning Target(s)? YES NO Explain:

Yes, because skills are best assessed using a performance based assessment.

10. Does the assessment align with the outcome and components/learning targets?
c. Are there any items in the outcome or components/learning targets that are not
included in the assessment? If so, which ones? No, this assessment covers this
whole standard and is the only assessment needed to show students’ ability
to demonstrate their knowledge of arrays and repeated addition.

d. Are there any items in the assessment that are not in the outcome or
components/learning targets? If so, which ones? No, this assessment only
assesses students’ ability to compose arrays (rows and columns) and use
repeated addition, which is what this learning target covers.

11. Is the vocabulary appropriate for the age of the student? YES NO

12. Are there any problems with the format? YES NO If yes, please explain.

13. Is there evidence of bias in the assessment? YES NO If yes, please explain:

14. Is the answer key/rubric satisfactory? YES NO If no, please explain:

15. Are the criteria for how well students must do easy to understand and apply?
YES NO if no, please explain:
Amber Brethour Module 5 Assignment 2 All Summative Assessments Math Interventionist (K-5)

References
Bright Concepts 4 Teachers. (2016, September 28). Array City: Ideas to Integrate the Curriculum.
https://www.brightconcepts4teachers.com/2016/09/array-city-ideas-to-integrate-
curriculum.html
Carlena Jelley. (n.d.). Array City Project. Jolley Jellybeans- Teachers Pay Teachers.
https://www.teacherspayteachers.com/Product/Array-City-Project-4098096
Pathways to School Improvement. (2009). CLI Institute. Emporia, KS