Help creating 5th grade math assessment using CRA model.
Create an ORIGINAL math assessment consisting of 25 original (not copied, downloaded, taken from your district’s assessments, etc.) math questions. Your assessment will consist of 12 enhanced multiple-choice items, 8 constructed response items, and 5 performance items. See
Appendix B
for complete details. You are to use the same Mississippi Mathematics competency 5.MD.5 that you’ve used for other assignments in this course.
Appendix B
19
Math Assessment Instructions
Your math assessment will address standard 5.MD.5 of the 2016 Mississippi College- and
Career-Readiness Standards for Mathematics, which states:
Relate volume to the operations of multiplication and addition and solve real world and
mathematical problems involving volume.
a. Find the volume of a right rectangular prism with whole-number side lengths by
packing it with unit cubes, and show that the volume is the same as would be found
by multiplying the edge lengths, equivalently by multiplying the height by the area
of the base. Represent threefold whole-number products as volumes, e.g., to
represent the associative property of multiplication.
b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find
volumes of right rectangular prisms with whole-number edge lengths in the context
of solving real-world and mathematical problems.
c. Recognize volume as additive. Find volumes of solid figures composed of two non-
overlapping right rectangular prisms by adding the volumes of the non-overlapping
parts, applying this technique to solve real-world problems.
Multiple-Choice Items (12 questions)
Purpose: Assess CCRS math standards and incorporate both math standards and
math practices in real-world applications.
Math multiple-choice questions assess procedural and conceptual standards.
All questions require the integration of multiple skills and concepts.
Answer choices – all distractors will be based on plausible missteps.
Questions will vary in format with a minimum of 4 different formats being used.
See Unit 2B lecture for examples of different possible formats.
Constructed Response Items (8 questions)
Students show their work in completing two or more tasks or one more extensive
problem.
Students demonstrate their understanding of:
Math procedures
Conceptual understanding
Application.
All questions original to the student (no cut and paste)
Questions will vary in format with a minimum of 3 different formats being used.
See Unit 2B lecture for examples of different possible formats.
Performance Items (5 questions)
Each question item is constructed in multiple parts.
For one problem, students must use their results from one part to complete the
next part for at least one of these questions. Remaining questions may have each
part of the problem independent of the results of the other parts.
All parts of each question must be related to the same conceptual content but can
require multiple problem-solving skills.
Include instructions for how the performance items are to be scored (point values
for each part of each question with total points indicated for each complete item).
20
Math Assessment Grading Rubric (WATERMARK ASSIGNMENT)
Criterion Advanced – 4 Proficient – 3 Basic – 2 Minimal – 1
Multiple-Choice
Questions –
number of
questions
More than 12 multiple
choice questions; more
than 4 different formats
appropriately used (6 pts)
12 multiple choice
questions;4 different
formats appropriately used
(5.1 pts)
10 – 11 multiple choice
questions; 3 appropriately
used formats or 4
minimally appropriate
formats (4.2 pts)
fewer than 10 multiple
choice questions;
insufficient or
inappropriately used
formats (3.3 pts)
Multiple-Choice
Questions –
content of
questions
As a whole, the questions
adequately deeply assess
the content of the objective
at the targeted instructional
level; includes integration
of multiple skills and
concepts (16 pts)
All questions adequately
assess the content of the
objective at the targeted
instructional level; includes
integration of multiple
skills and concepts
(13.6 pts)
Between half and most
questions adequately assess
the content of the objective
at the targeted instructional
level; includes integration
of multiple skills or
concepts (11.2 pts)
Fewer than half of the
questions adequately assess
the content of the objective
at the targeted instructional
level; includes a few skills
or concepts (8.8 pts)
Multiple-Choice
Questions –
quality of
distractors
All distractors represent
logical errors students can
be expected to make;
distractors are ordered
logically.
(12 pts)
All distractors represent
logical errors students can
be expected to make
(10.2 pts)
Most distractors represent
common student errors but
several are unrelated to
common cognitive errors.
(8.4 pts)
Distractors bear little to no
connection with common
student errors.
(6.6 pts)
Multiple-Choice
Questions –
Originality
All 12+ questions are
completely original to the
author (8 pts)
All 12 questions are
completely original to the
author (6.8 pts)
Most questions are original
to the author but some are
copied from an outside
source. (5.6 pts)
Few questions are original
to the author and many are
copied from an outside
source. (4.4 pts)
Multiple-Choice
Questions –
concept focus
Question focus is a mix of
procedure and concept
standards with an emphasis
on concept. (12 pts)
Question focus is an equal
mix of procedural and
conceptual standards
(10.2 pts)
Question focus is a mix of
procedure and concept with
an emphasis on procedure
(8.4 pts)
Questions focus
predominantly on
procedural standards
(6.6 pts)
Constructed
Response
Questions –
number of
questions
More than 8 constructed
response questions; more
than 3 different formats
appropriately used (6 pts)
8 constructed response
questions;3 different
formats appropriately used
(5.1 pts)
6 -7 constructed response
questions; 2 appropriately
used formats or 3
minimally appropriate
formats (4.2 pts)
fewer than 6 constructed
response questions;
insufficient or
inappropriately used
formats (3.3 pts)
Constructed
Response
Questions –
content of
questions
As a whole, the questions
adequately deeply assess
the content of the objective
at the targeted instructional
level (16 pts)
All questions adequately
assess the content of the
objective at the targeted
instructional level
(13.6 pts)
Between half and most
questions adequately assess
the content of the objective
at the targeted instructional
level (11.2 pts)
Fewer than half of the
questions adequately assess
the content of the objective
at the targeted instructional
level (8.8 pts)
Constructed
Response
Questions –
Originality
All 8+ questions are
completely original to the
author (8 pts)
All 8 questions are
completely original to the
author (6.8 pts)
Most questions are original
to the author but some are
copied from an outside
source. (5.6 pts)
Few questions are original
to the author and many are
copied from an outside
source. (4.4 pts)
Constructed
Response
Questions –
concept focus
Taken as a whole, section
includes integration of
procedures, conceptual
understanding and
application of concepts
within several problems
(12 pts)
Taken as a whole, section
includes procedures,
conceptual understanding
and application of concepts
(10.2 pts)
Taken as a whole, section
includes procedures,
conceptual understanding
OR application of concepts
(2 out of 3) (8.4 pts)
Taken as a whole, section
includes few procedures,
conceptual understanding
and application of concepts
(6.6 pts)