Caitlin Snider

25 June 2015
EDF 4430
Professor Cain
Critical Task 3
Performance Assessment
Standards:
LAFS.1.RL.1.1: Ask and answer questions about key details in a text.
LAFS.1.RL.1.2: Retell stories, including key details, and demonstrate understanding of
their central message or lesson.
LAFS.1.RL.1.3: Describe characters, settings, and major events in a story, using key
details.
LAFS.1.RL.2.6: Identify who is telling the story at various points in a text.

Thinking Skills

Remembering

Understanding

Applying

Analyzing

Total

Percentages

26.67%

40%

26.67%

6.67%

Content
LAFS.1.RL.1.1: Ask

and answer questions

about key details in a
text.
LAFS.1.RL.1.2:Retell

stories, including key

details, and
demonstrate
understanding of their
central message or
lesson.
LAFS.1.RL.1.3:

Describe characters,
settings, and major
events in a story, using
key details.
LAFS.1.RL.2.6:

Identify who is telling

the story at various
points in a text.
Total
Percentages

9
60%

1
6.67%

3
20%

Passages to read aloud with students:

Passage 1:

2
13.33%

15
100%

A Hike with Spike

I like to hike. I hike with my dog Spike. We like to hike. We see Mike.
Mike is on his bike. Mike pets Spike. Mike gets on his bike. We hike!
(Teachers Pay Teachers, 2016)
Passage 2:
The Fat Cat
Pat has a cat. The cat is fat. The fat cat sat. It sat on a mat. It sat on a
hat. It sat on a rat. The fat cat sat. Sat, sat, sat. (Teachers Pay
Teachers, 2014)
Passage 3:
The Vet
Jen is my pet. I let Jen get wet. Jen fell in a net. I bet the vet can help!
I met the vet. The vet will get the net off. We pet Jen. I like the vet.
(Teachers Pay Teachers, 2016)

Name: ___________

Date: ____________

Time Limit: 30 Minutes

Total Points: ___/100

Directions: You will be given thirty minutes to complete this assessment. The assessment
is worth 100 points total. Each question is worth an equal amount of points. Follow the
directions for each section carefully as to how to answer each set of questions.
Multiple-Choice:
Directions: Questions 1-5 are multiple-choice. I will read passage one and two aloud
with the class. Then I will read the questions and answer choices aloud. Listen carefully
as I read aloud and circle the correct answer on your paper.
1) How are the two animals from the passages alike or the same?
a) They are both pets.
b) They are both parents.
c) They are both humans.
d) They are both brothers.
Standard Assessed: LAFS.1.RL.1.3 students are using key details from the stories in
order to compare how the two animals are alike.
Taxonomic Level: Analyzing Conceptual Knowledge.

2) In the story, Pat the Cat, Pat liked to sit. What is the OPPOSITE of the word
sit?
a) Rest
b) Seat
c) Stand
d) Settle
Standard Assessed: LAFS.1.RL.1.3 students are using key details from the story
in order to understand what the word sit means by using context clues. Then once
they understand what sit is they can contrast the meaning to find the answer.
Taxonomic Level: Understanding Conceptual Knowledge
3) Based on the story The Fat Cat and what we learned in class about cats, why
do you think that Pat sits a lot?
a) Pat is sad.
b) Pat is lazy.
c) Pat is not pretty.
d) Pat is not smart.
Standard Assessed: LAFS.1.RL.1.2 the students are demonstrating their
understanding of a central message from the story and applying it to the
knowledge they learned in class about cats.
Taxonomic Level: Applying Factual Knowledge.

4) Based on the story A Hike with Spike and what we learned in class about
dogs, why do you think Spike goes on a hike with his owner?
a) Spike is sad.
b) Spike is lazy.
c) Dogs do not like hikes.
d) Dogs need to go on a walk everyday.
Standard Assessed: LAFS.1.RL.1.2 the students are demonstrating their
understanding of a central message from the story and applying it to the
knowledge they learned in class about dogs.
Taxonomic Level: Applying Factual Knowledge.

Directions: For question 5 we are going to look at the following image and observe what
the cat is doing. Then I will read the question and answer choices aloud. Circle which
answer you believe is best based off of your observation of the picture.
5) What inference can you make about the cat in this picture?

a) The cat is eating.

b) The cat is awake.
c) The cat is sleeping.
d) The cat is meowing.
Standard Assessed: LAFS.1.RL.1.1 the students are being asked to look at the
picture and make an inference based on the key details of the picture as to what
the cat is doing. This is my interpretive exercise.
Taxonomic Level: Analyzing Conceptual Knowledge.
True or False:
Directions: Questions 6-10 are true and false questions. I will read aloud passage one and
two again. Once we read the passages I will read the questions aloud. You will write a T
is you think the answer is true or an F if you think the answer is false in the blank space
next to the question.
6)________ Pat the cat sat on a mat.

Standard Assessed: LAFS.1.RL.1.1: the students are being asked a key detail from the
story that they need to remember in order to answer this question.
Taxonomic Level: Remember Factual Knowledge
7)________ Spike does not like to hike.
Standard Assessed: LAFS.1.RL.1.2 students are using key details from the story to
remember that the central message of the story is that Spike does like to hike.
Taxonomic Level: Remember Factual Knowledge
8) ________Mike rides a bike.
Standard Assessed: LAFS.1.RL.1.2 the students are able to go back into the story and
remember key details about Mike.
Taxonomic Level: Remembering Factual Knowledge
9) ________Pat is a skinny cat.
Standard Assessed: LAFS.1.RL.1.1 the students are being asked about a key detail from
the text that they have to remember in order to answer the question.
Taxonomic Level: Remember Factual Knowledge
10)________ Spike is a cat.
Standard Assessed: LAFS.1.RL.1.3 students have to remember a key detail about a
character in the story.
Taxonomic Level: Remembering Factual Knowledge
Fill-in-the-Blank:
Directions: Questions 11-15 are fill-in-the-blank. For this section I will read passage
three aloud with the class. The questions below will be based ONLY ON PASSAGE

THREE. I will read the questions aloud and you will fill in the blank using the story The
Vet.
11) In the story, The Vet, the narrator is Jens __________________.
Standard Assessed: LAFS.1.RL.2.6 This question is asking who the narrator of the story
is by asking a question about who is telling the story at certain parts of the story.
Taxonomic Level: Applying Factual Knowledge

12) Jen is a _____________.

Standard Assessed: LAFS.1.RL.1.3 the students are remembering who a character is by
using context clues in the story.
Taxonomic Level: Remembering Factual Knowledge

13) Jen fell in a ______________.

Standard Assessed: LAFS.1.RL.1.2 students are remembering a major event in the story
by using key details.
Taxonomic Level: Remembering Factual Knowledge.

14) Jen went to the _________________.

Standard Assessed: LAFS.1.RL.1.2 students are remembering a major event in the story
that happened to Jen.
Taxonomic Level: Remembering Factual Knowledge

15) Finish this sentence from the story. I like the __________________.

Standard Assessed: LAFS.1.RL.1.1 students are answering a question based on a key

detail in the text by remembering what they heard during the read aloud.
Taxonomic Level: Remembering Factual Knowledge

References
A Hike with Spike [Pinterest]. (2016). Pins [Teachers Pay Teachers]. Retrieved July
17, 2016, from, https://www.pinterest.com/pin/549157748293968251/
The Fat Cat [Pinterest]. (2014). Pins [Teachers Pay Teachers] Retrieved July 15,
2016, from https://www.pinterest.com/pin/151222499962290574/
The Vet [Pinterest]. (2016). Pins [Teachers Pay Teachers] Retrieved July 17, 2016,
from, https://www.pinterest.com/pin/549157748293968251/

Peer Review: Extra Credit

Name of reviewer: Amanda Silebi
Name of student being reviewed: Caitlin Snider
The following checklists were constructed in order to help you
find errors in a selected response test. Go through and put an
X in each box that a statement applies to.
Please note: These checklists are labeled as Q1, Q2, Q3, Q4, and Q5
for each section. However, your actual test should be numbered from
1-15. This sheet is formatted this way because some of you may put
your matching first, or your multiple choice first, etc.
True/False Questions
Are all statements TOTALLY true or TOTALLY
false?
Is there a balance between questions that are
true and questions that are false? (Example: 3
true, 2 false, OR 2 true, 3 false)
Do any questions use qualifiers such as all or
none?
Is any language ambiguous?
Is any language negatively worded? (Example:
never, not, etc)
Are any questions tricky?
Are all necessary directions included?

Q
1
X

Q
2
X

Q
3
X

Q
4
X

Q
5
X

X
(T
)

X
(T
)

X
(F
)

X
(F
)

X
(F)

X
X
X

Feedback:
Overall I think that your questions are really great! I would
suggest that you elaborate on the directions a little bit more and
include the amount of time, and how many points each question is
worth. You did include how the students should record the answers
though, so that was great. As far as the questions themselves go, I
think that you did a really good job constructing them. I think that I
would be careful on using language such as never/not or other words
associated with negativity, in question five (ten) specifically. I think
that it works in this question, I would just be careful with it in the
future.
Matching Questions
Q
1

Q
2

Q
3

Q
4

Q
5

Are all options conceptually similar?

(Example: Dont have names AND years
choose one type of option)
Are stems on the left with numbers and options
on the right with letters?
Are options in logical order?
Are options on a single page?
Are all necessary directions included?
Feedback:
Since you did the fill in the blank rather then matching questions,
I was not able to complete the chart above. However, I think that your
questions were really good. These questions have a mixed taxonomic
level, which is more difficult with fill in the blank, so that is great. I
think that the only thing that I would suggest is that you leave a larger
blank space for the students to fill in the blank.
Multiple Choice Questions
Are options arranged in logical order?
(Alphabetical for single words or names,
shortest-to-longest for multiple words,
numerically, chronologically, etc.)
If there is an omission (a blank), is it at the end
of the stem?
Do options overlap? Or are they too conceptually
similar?
Are options of similar lengths?
Is each option on its own line?
Are all grammar rules being followed?
Are any questions tricky?
Do any questions use humor?
Are all necessary directions included?

Q
1
X

Q
2
X

Q
3
X

Q
4
X

Q
5
X

X
X

X
X

X
X

X
X
X

X
X
X

X
X

X
X

Feedback:
These multiple-choice questions were great, I love that you
include directions prior to each section. I also think that it is great that
you included an image in which the students are able to make
inferences. Questions four and five (especially four) have options that
are vary similar in length, which might trick the students. I think that
this is something to consider when making accommodations. Overall I
think that this section is follows the directions well and follows many of
the rules related to selected-response tests.