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This document contains information about a place value unit assessment for first grade math. It includes 4 higher order thinking items that assess student understanding of place value, addition, and identifying numbers based on clues. It also provides a section on improving the reliability, validity, differentiation, and student learning for future assessments. The assessment plan focuses on using rubrics, providing appropriate time, clear goals, comparing results to other assessments, incorporating different learning styles and activities, and giving feedback to help students learn from their mistakes.

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97 views3 pages

Dimick Hot

This document contains information about a place value unit assessment for first grade math. It includes 4 higher order thinking items that assess student understanding of place value, addition, and identifying numbers based on clues. It also provides a section on improving the reliability, validity, differentiation, and student learning for future assessments. The assessment plan focuses on using rubrics, providing appropriate time, clear goals, comparing results to other assessments, incorporating different learning styles and activities, and giving feedback to help students learn from their mistakes.

Uploaded by

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© © All Rights Reserved
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Paris Dimick

FRIT 7236
Higher Order Thinking Items
Place Value Unit

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

321 584 427

Mark

Lisa

Tim

Students will identify which Bloom: Knowledge Which one does not belong?
group does not belong by Factual Knowledge a. 20+9
analyzing each choice to b. 2 rods 9 units (show
accurately make a choice. 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 Metacognitive Knowledge I am a 3 digit number. The
analyzing the clues sum of my 3 digits is 19. I
represented within the have more ones than
prompt. 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/

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