Whitney Gaddis

FRIT 7236
Technology Based Assessment and
Data Analysis
Key Assessment
Part One

Objectives and Multiple Choice Items

3rd Grade Social Studies

Quiz:
https://docs.google.com/a/georgiasouthern.edu/forms/d/e/1FAIpQLSffhg7TpiuNOPJD0ud05yzo
TSvV1TFQdUBRhcGZDvkMCWdiuQ/viewform

Instructions:
Select the best answer to the following multiple choice questions
Objective

Standard

Multiplication Item

The student exhibits

previously learned material
by recalling facts, terms,
basic concepts and answers.
(Knowledge)

SS3CG2 The student will

discuss the character of
different historical figures in
SS3H2a.
a. Describe how the differentA.
historical figures in SS3H2a B.
display positive character C.
D.
traits of cooperation,
diligence, courage, and
leadership.

Identify the characteristics

that Paul Revere might have
shown the night of the Big
Ride:
Understanding and patience
Care and thought
Sadness and distress
Courage and diligence

The student demonstrates

understanding of facts and
ideas by stating main ideas.
(Comprehension)

SS3H2 The student will

discuss the lives of
Americans who expanded
peoples rights and freedoms
in a democracy. a. Paul
Revere (independence)
A.
B.
C.
D.

Summarize who Paul Revere

was and why he is important ,
he was a
___________________ who
loved his country.
Liberty
Silversmith
Colonist
Patriot

The Student will examine and

break information into parts
by identifying motive.
(Analyze)

SS3H2 The student will

discuss the lives of
Americans who expanded
peoples rights and freedoms
in a democracy. a. Paul
A.
B.
Revere (independence)
C.

Select the purpose of Paul

Reveres Big Ride on the
night of April 18 and 19,
1775.
To find the Sons of Liberty
To dump tea in the harbor.
To warn everyone of the

British attack.
D. To sell prints of the Boston
Massacre

Assessment Plan
This assessment has been designed to be implemented at the end of a unit, after students have
had the opportunity to participate in student learning and activities to better understand the
concepts. The multiple choice items have been designed to determine a clear current level of
skills and knowledge of the students.

Reliability

Reliability is the degree to which students results remain consistent

over replications of an assessment procedure. Reliability is a necessary
but not sufficient piece of evidence to support the validity of test score
interpretations and the quality of educational decisions based on them.
(Brookhart & Nitko, 2015, p. 66)
In order to improve the reliability of the test items, detailed rubrics will
be created to ensure grading consistency. Students will participate in
unit activities and lessons to ensure that they understand the concepts
being assessed. The multiple choice items have been designed using
simple sentence structure and precise wording. This will ensure that
each multiple choice item is as accurate as possible.

Validity

Validity is defined as the extent to which this assessment accurately

measures what it is intended to measure. This refers to the soundness
of the teachers interpretations of the students assessment results.
(Brookhart & Nitko, 2015, p. 37)
In order to improve item validity, the multiple choice items are aligned
with the Georgia Performance Social Studies Standards will be used
throughout the unit. I will make sure that all goals and objectives are
clearly defined and expectations of students are written down. The
assessment measure will be matched to the specific goals and
objectives.To ensure validity, the multiple choice items focus on
systematic selection of items with regard to both content and level of
learning. The items have been designed to sample the range of content
as well as have been created to measure beyond recognition and recall.

Differentiation

Differentiated instruction is the framework for effective teaching that

involves providing different students with different avenues of learning.
Differentiation relies on accurate, timely assessment in order to be
effective. (Brookhart & Nitko, 2015, p. 108)
A few of the ways that I can ensure differentiation on this multiple
choice assessment would be by adjusting questions according to the
student readiness or ability level. Key terms can be in BOLD. Blooms
Taxonomy will be used to develop items that range from basic to more
advanced. When needed, accommodations can be implemented such
as the removal of one answer choice, having the items read aloud, or
completing the assessment on the computer for a student with writing
disabilities.

Improving
Student
Learning

These questions should encourage students to think about the material

and to reveal their understandings, including misconceptions.
(Brookhart & Nitko, 2015, p. 121)
Student learning will be improved by returning assessment with
feedback promptly. The items on the assessment have been created to
give students immediate feedback on how they are doing. A pre and mid

assessment will be used to report progress that will lead to improved

student learning.

Improving
Future
Assessments

Develop procedures for accommodating individual students recognizing

that different methods of assessment may be required to assess the
same achievement with different students. Improving future
assessments is vital as data is analyzed and reviewed for reliability and
validity. (Brookhart & Nitko, 2015, p. 105)
Different methods of assessment will be used to improve future
assessments. Project-based learning will be used as well as multiple
choice, essay, and fill in the blank items to ensure that assessment is
meaningful. Students will have opportunities to demonstrate
understanding with authentic learning tasks as well as show their
comprehension in a variety of ways. Assessments will be used to
measure student learning and achievement.All assessments will be
used as a formative assessment tools to measure student learning and
adjust instruction. For future assessment items, I will focus on higher
order thinking as well as provide feedback on student assessments.

Short Answer and Essay Items

3rd Grade Social Studies
Georgia Standard of Excellence: SS3E2 Explain that governments provide certain types of
goods and services in a market economy (schools, libraries, roads, police/fire protection, and
military) and pay for these through taxes.

Short Answer Items:

Objectives

Level and Type

Short Answer

Student will understand and

be able to identify who buys
and sells goods.

Knowledge

Name the group that makes

and sells goods.

Student will identify and

define an entrepreneur.

Knowledge
Understand

A person who takes a risk

and starts a business is
called a _______________.

Student will connect the

creating of a park with the
funding provided by the
government.

Synthesis
Analyze

If you were designing a park

or play ground, who would
provide the funds for your
project?

Essay Items:

Objectives

Level and Type

Essay Questions

Student will explain what

consumers, producers,
traders, and servers do in our
economy.

Application

Define and provide an

example for the following
groups: consumers,
producers, traders, and
servers.

Student will predict what

happens when demand for
goods changes.

Comprehension

What might happen if the

demand for a good began to
rise rapidly?

Student will identify and

compare people who provide
goods and services.

Knowledge
Analyze
Understand

Compare a person who

works to provide goods to a
person who provides a
service.

Assessment Plan
This assessment has been designed to be implemented at the end of a unit, after students have
hand the opportunity to participate in student learning and activities to better understand the
concepts. The short answer and essay questions are designed to determine a clear current
level of skills and knowledge of the students.

Improving Item Reliability

Reliability is the degree to which students

results remain consistent over replications of
an assessment procedure. Reliability is a
necessary but not sufficient piece of evidence
to support the validity of test score
interpretations and the quality of educational
decisions based on them.(Brookhart & Nitko,
2015, p. 66)
In order to improve the reliability of the test
items, detailed rubrics will be created to
ensure grading consistency. Students will
participate in unit activities and lessons to
ensure that they understand the concepts
being assessed.

Improving Item Validity

Validity is defined as the extent to which this

assessment accurately measures what it is
intended to measure. This refers to the
soundness of the teachers interpretations of
the students assessment results. (Brookhart
& Nitko, 2015, p. 37)
In order to improve item validity, the essay
and short answer items are aligned with the
Georgia Performance Social Studies
Standards and will be used throughout the
unit. I will make sure that all goals and
objectives are clearly defined and
expectations of students are written down.
The assessment measure will be matched to
the specific goals and objectives.To ensure
validity, the multiple choice items focus on
systematic selection of items with regard to
both content and level of learning. The items
have been designed to sample the range of
content as well as have been created to
measure beyond recognition and recall.

Differentiation of Instruction

Differentiated instruction is the framework for

effective teaching that involves providing
different students with different avenues of
learning. Differentiation relies on accurate,
timely assessment in order to be effective.
(Brookhart & Nitko, 2015, p. 108)
A few of the ways that I can ensure
differentiation on this assessment would be
by adjusting questions according to the
student readiness or ability level. Key terms

can be in BOLD. Blooms Taxonomy will be

used to develop items that range from basic
to more advanced. When needed,
accommodations can be implemented such
as the removal of one answer choice, having
the items read aloud, or completing the
assessment on the computer for a student
with writing disabilities.

Improving Student Learning

These questions should encourage students

to think about the material and to reveal their
understandings, including misconceptions.
(Brookhart & Nitko, 2015, p. 121)
Student learning will be improved by returning
assessment with feedback promptly. The
items on the assessment have been created
to give students immediate feedback on how
they are doing. A pre and mid assessment will
be used to report progress that will lead to
improved student learning.

Improving Future Assessments

Procedures developed for accommodating

individual students recognizing that different
methods of assessment may be required to
assess the same achievement with different
students. Improving future assessments is
vital as data is analyzed and reviewed for
reliability and validity. (Brookhart & Nitko,
2015, p. 105)
Other educators as well as students will have
the opportunity to provide feedback for the
assessment items and any ideas that would
improve the validity or reliability of the items.
Students will have opportunities to
demonstrate understanding with authentic
learning tasks as well as show their
comprehension in a variety of ways.
Assessments will be used to measure student
learning and achievement.All assessments
will be used as a formative assessment tools
to measure student learning and adjust
instruction. For future assessment items, I
will focus on higher order thinking as well as
provide feedback on student assessments.

Higher Order of Thinking Items

3rd Grade Social Studies
Georgia Standard of Excellence: SS3H2 The student will discuss the lives of Americans who
expanded peoples rights and freedoms in a democracy.

Objective

Level and Type

Higher Order of
Thinking Items

Students will be able to

discuss the life and
accomplishments of Paul
Revere

Knowledge

What examples of heroism

and bravery stood out to you
in the The Midnight Ride and
why?

Students will understand how

the life and actions of Paul
Revere affected the
independence movement and
ultimately our country.

Comprehension

Did Paul Reveres occupation

add anything to his strength
as a member of the "colonial
opposition?

At the end of this unit,

students will understand how
the life and actions of Paul
Revere affected the
independence movement and
ultimately our country.

Application

What can you learn about the

values of Paul Revere based
upon his actions?

Assessment Plan
This assessment has been designed to be implemented at the end of a unit, after students have
had the opportunity to participate in student learning and activities to better understand the
concepts. The higher order of thinking items are designed to provide students with the
opportunity to be challenged. Tasks have been created that require students to use knowledge
or skill in novel situations. (Brookhart & Nitko, 2015, p. 238)

Improving Item Reliability

Reliability is the degree to which students

results remain consistent over replications of
an assessment procedure. Reliability is a
necessary but not sufficient piece of evidence
to support the validity of test score
interpretations and the quality of educational
decisions based on them.(Brookhart & Nitko,
2015, p. 66)
In order to improve the reliability of the test
items, detailed rubrics will be created to
ensure grading consistency. Students will
participate in unit activities and lessons to
ensure that they understand the concepts
being assessed.

Improving Item Validity

Validity is defined as the extent to which this

assessment accurately measures what it is
intended to measure. This refers to the
soundness of the teachers interpretations of
the students assessment results. (Brookhart
& Nitko, 2015, p. 37)
In order to improve item validity, essential
questions aligned with the Georgia
Performance Social Studies Standards will be
used throughout the unit. I will make sure that
all goals and objectives are clearly defined
and expectations of students are written
down. The assessment measure will be
matched to the specific goals and objectives.

Differentiation of Instruction

Differentiated instruction relies on accurate,

timely assessment in order to be effective.
(Brookhart & Nitko, 2015, p. 108)
All lessons in this unit will be taught using
strategies based on students learning styles.
Students with identified learning disabilities
will have questions read aloud. Modifications
will be made according to all students IEPs.
Students will have different options for
answering HOT items. Students can write out
or discuss orally their responses to the items.

Improving Student Learning

These questions should encourage students

to think about the material and to reveal their
understandings, including misconceptions.
(Brookhart & Nitko, 2015, p. 121)

Group discussions will be used during

instruction. Students will have opportunities to
state in their own words their understanding
of information. To promote student
engagement, students will also have
opportunities to work with peers, technology,
visuals, as well as participate in project based
learning. Assessments will be graded and
feedback will be given to correct confusion or
misconception.

Improving Future Assessments

Develop procedures for accommodating

individual students recognizing that different
methods of assessment may be required to
assess the same achievement with different
students. (Brookhart & Nitko, 2015, p. 105)
Other educators as well as students will have
the opportunity to provide feedback for the
assessment items and any ideas that would
improve the validity or reliability of the items.

Performance Task Assessment Items

3rd Grade Mathematics
Operations and Algebraic Thinking
Represent and solve problems involving multiplication and division.
MGSE3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of
objects in 5 groups of 7 objects each. For example, describe a context in which a total number
of objects can be expressed as 5 7.

Learning Objective

Level and Type

Task 1:

Students recognize and apply multiplication to solve

problem.
Students use appropriate model to represent and provide
solution.
Comprehension and Application
Draw a picture and write an equation for each part of the
task.
Part 1:Pauls cat eats 2 cups of food a day. If Paul goes
away for 9 days how much food should he leave?

Part 2:If Paul is staying away for 3 days less, how much
food should he leave?
Part 3:Write a sentence explaining how you know that you
are correct.

Learning Objective

Level and Type

Task 1:

Students recognize and apply multiplication to solve

problem.
Students use appropriate model to represent and provide
solution.
Comprehension and Application
Draw a picture and write an equation for each part of the
task.
Part 1:Sarah went to a football game. Her team scored 5
times, and got the extra point each time. A touchdown with
an extra point is worth 7 points. How many points did her
team score?
Part 2:If the other team scored 3 more times than her team
and got 7 each time, how many points did they have?
Part 3: Write a sentence explaining how you know that you
are correct, or show your work in a picture.

Learning Objective

Level and Type

Task 1:

Students recognize and apply multiplication to solve

problem.
Students use appropriate model to represent and provide
solution.
Comprehension and Application
Draw a picture and write an equation for each part of the
task.
Part 1: Kim went on a trip with her parents. She was bored
at lunch and counted all the tires in the parking lot. If she
counted 48 tires on cars, how many cars were in the parking
lot?
Part 2: If 4 cars left before she counted, how many cars
would have been there? How many tires?

Part 3:Write a sentence explaining your thinking or show

your work using pictures or numbers.

Rubric
Level 1
Limited Performance
Incorrect answer and work
are given.

Level 2
Not Yet Proficient

Finds the correct

answer, but there may be
inaccuracies or incomplete
justification of solution.
OR
Uses partially correct work
but does not have a correct
solution.

Level 3
Proficient in Performance

Accurately finds the

answers
AND

Uses an appropriate
model to represent and justify
the solution.
AND
Writes a clear and accurate
sentence explaining their
strategies.

Assessment Plan
This assessment has been designed to be implemented at the end of a unit, after students have
had the opportunity to participate in student learning and activities to better understand the
concepts. The higher order of thinking items are designed to provide students with the
opportunity to be challenged. Tasks have been created that require students to use knowledge
or skill in novel situations. (Brookhart & Nitko, 2015, p. 238)

Improving Item Reliability

Reliability is the degree to which students

results remain consistent over replications of
an assessment procedure. Reliability is a
necessary but not sufficient piece of evidence
to support the validity of test score
interpretations and the quality of educational
decisions based on them.(Brookhart & Nitko,
2015, p. 66)
In order to improve the reliability of the test
items, detailed rubrics will be created to
ensure grading consistency. Students will
participate in unit activities and lessons to
ensure that they understand the concepts
being assessed.

Improving Item Validity

Validity is defined as the extent to which this

assessment accurately measures what it is
intended to measure. This refers to the
soundness of the teachers interpretations of
the students assessment results. (Brookhart
& Nitko, 2015, p. 37)
In order to improve item validity, essential
questions aligned with the Georgia
Performance Social Studies Standards will be
used throughout the unit. I will make sure that
all goals and objectives are clearly defined
and expectations of students are written
down. The assessment measure will be
matched to the specific goals and objectives.

Differentiation of Instruction

Differentiated instruction relies on accurate,

timely assessment in order to be effective.
(Brookhart & Nitko, 2015, p. 108)
All lessons in this unit will be taught using
strategies based on students learning styles.
Students with identified learning disabilities
will have questions read aloud. Modifications
will be made according to all students IEPs.
Students will have different options for
answering HOT items. Students can write out
or discuss orally their responses to the items.

Improving Student Learning

These questions should encourage students

to think about the material and to reveal their
understandings, including misconceptions.
(Brookhart & Nitko, 2015, p. 121)

Group discussions will be used during

instruction. Students will have opportunities to
state in their own words their understanding
of information. To promote student
engagement, students will also have
opportunities to work with peers, technology,
visuals, as well as participate in project based
learning. Assessments will be graded and
feedback will be given to correct confusion or
misconception.

Improving Future Assessments

Develop procedures for accommodating

individual students recognizing that different
methods of assessment may be required to
assess the same achievement with different
students. (Brookhart & Nitko, 2015, p. 105)
Other educators as well as students will have
the opportunity to provide feedback for the
assessment items and any ideas that would
improve the validity or reliability of the items.

References:
Brookhart, Susan M.; Nitko, Anthony J.. Educational Assessment of Students (7th Edition)
(Page 37). Pearson. Kindle Edition.