Assessment Portfolio

In this portfolio, you will develop an assessment plan and create assessments for a unit of a grade level of your
choosing. Over the course of the semester, you will draft and refine your plan, assessments and learning
activities through an iterative process. With all components, this assignment will make up 65% of your grade
and must be submitted by 11:59pm Sunday, December 12th, 2017. The components of the assignment include:

1) A cover letter (5%)- Write a 2-3 page single-spaced letter to me synthesizing your assessment plan,
assessments, rubrics and planned teaching and activities for the unit in the context of the classroom you
will teach. Include also a reflection on the process of working on your assessment portfolio. Include this
letter directly after the rubric you will be assessed on in this document.

2) Assessment Plan (20%)- This plan will be a blueprint for your assessments in your unit.
a) Draft 1 due October 3, 2017, note: you must revise assessment plan with each draft.

3) Assessments & Rubric(s) (30%)- You will design three distinct kinds of assessments:
a) Selected-response
i. Draft 1 due October 10th, 2017
ii.Draft 2 due October 12th, 2017
b) Constructed-response
i. Draft 1 due October 17th, 2017
ii.Draft 2 due October 19th, 2017
c) Performance assessment
i. Draft 1 due October 24th, 2017
ii.Draft 2 due October 26th, 2017

4) Appendix: Peer-peer feedback on all component drafts (10%) You will include overall feedback you
gave and your peers gave to you. Your feedback should follow principles of feedback discussed in class,
from reading resources assigned in class, and with reference to the expectations for this assignment.

Expectations for this Assignment

Through the development of your assessment plan, and assessments in this portfolio, make sure you are:
• Articulating clear outcome statements that are aligned to student learning, behavioral, and affective
goals.
• Planning assessment tasks that elicit specific evidence of student learning/behavior/affect.
• Considering how you would interpret assessment results for decisions about students, classrooms,
schools, and districts.
• Recognizing ethical and legal responsibilities in your assessments.
• Using research (e.g. course texts, materials and scholarly resources on the web) to inform your
instructional practices.

Your completed final assignment must:

 ✓ Include all four components listed above. Use this document for all assignment parts and rename it
“Yourlastname.Yourfirstname-Portfolio.docx”.
✓ Incorporate revisions based on peer feedback or discuss in the cover letter why peer feedback did not
lead to revisions.
✓ Be uploaded to Blackboard by 11:59pm Sunday, December 12th, 2017.

The overall feedback assignment will be graded on the following analytic rubric:
Domain Beginning Steps Emerging Proficient Exemplary
Cover Letter Cover letter addresses Cover letter addresses Cover letter addresses Cover letter addresses
some elements of the all elements of the all elements of the all elements of the
prompt and guiding prompt and guiding prompt and guiding prompt and guiding
questions with little questions with some questions with questions with
elaboration or elaboration and some elaboration, and elaboration, and deep
connection to the connections are made to connections are made connections are made
course readings, the course readings, to the course readings, to the course readings,
lecture, and teacher lecture, and teacher and lecture, and teacher lecture, and teacher
and peer-feedback peer-feedback. and peer-feedback. and peer-feedback.

The letter provides The letter provides

little evidence of some reflection of how The letter provides a The letter provides a
reflection of how the the student’s learning reflection of how the reflection of how the
student’s learning was was developed through student’s learning was student’s learning was
developed through the the portfolio assignment developed through the developed through the
portfolio assignment. and demonstrates an portfolio assignment portfolio assignment
There is little understanding of where and demonstrates an and demonstrates a
demonstration the student needs to go understanding of understanding of
understanding of to continue to develop where the student where the student
where the student their learning. needs to go to needs to go to
needs to go to continue continue to develop continue to develop
to develop their their learning. their learning.
learning.
(0-7) (7.1-8) (8.1-9) (9.1-10)
Assessment The assessment plan The assessment plan is The assessment plan The assessment plan
Plan does little to connect somewhat aligned, is aligned, connecting is well aligned,
desired results to connecting desired desired results, connecting desired
acceptable evidence to results, acceptable acceptable evidence, results, acceptable
classroom activities for evidence, and and classroom evidence, and
student learning. classroom activities for activities for student classroom activities
student learning. learning. for student learning.
The assessment plan is
still undeveloped to The assessment plan is The assessment plan The assessment plan
reflect the use of developed to reflect a is developed to reflect is well developed to
assessment activities categorized and an organized and reflect a strategic and
that distinguish some identified use of evidence-based use of evidence-based use of
advantages of each assessment activities assessment activities assessment activities
form’s strengths to that distinguish some that takes advantage that takes advantage
provide useful, advantages of each of each form’s of each form’s
dependable form’s strengths to strengths to provide strengths to provide
information to the provide useful, useful, dependable useful, dependable
student and teacher in dependable information information to the information to the
support of learning. to the student and student and teacher in student and teacher in
teacher in support of support of learning. support of learning.
learning.
(0-14) (14.1-16) (16.1-18) (18.1-20)
Selected- Items are not aligned Items are somewhat Items are aligned well Items are aligned very
response to learning objectives. aligned to learning to learning objectives. well to learning
Assessment objectives. objectives.
Items do not adhere to Items show some Items adhere to item-
item-writing adherence to item- writing guidelines Items adhere to item-
guidelines. writing guidelines. with some exceptions. writing guidelines
with very few
exceptions.
(9.1-10)
(0-7) (7.1-8) (8.1-9)
Constructed- Prompts and rubrics Prompts and rubrics are Prompts and rubrics Prompts and rubrics
response are not aligned to somewhat aligned to are aligned well to are aligned very well
Assessment learning objectives. learning objectives. learning objectives. to learning objectives.
Prompts and rubrics do Prompts and rubrics
not adhere to show some adherence Prompts and rubrics Prompts and rubrics
development to development adhere to adhere to
guidelines. guidelines. development development
guidelines with some guidelines with very
exceptions. few exceptions.
(0-7) (7.1-8) (8.1-9) (9.1-10)
Performance Prompts and rubrics Prompts and rubrics are Prompts and rubrics Prompts and rubrics
Assessment are not aligned to somewhat aligned to are aligned well to are aligned very well
learning objectives. learning objectives. learning objectives. to learning objectives.
Prompts and rubrics do Prompts and rubrics
not adhere to show some adherence Prompts and rubrics Prompts and rubrics
development to development adhere to adhere to
guidelines. guidelines. development development
guidelines with some guidelines with very
exceptions. few exceptions.
(0-7) (7.1-8) (8.1-9) (9.1-10)
Peer-peer Peer-feedback that still Peer-feedback Peer-feedback of Peer-feedback of
feedback needs work does not approaching adequate adequate quality is, outstanding quality is
yet: quality is, with several with few exceptions: consistently:
exceptions:
*Align to learning *Aligned to learning *Aligned to learning
objectives and the *Aligned to learning objectives and the objectives and the
rubric for this objectives and the rubric for this rubric for this
assignment. rubric for this assignment. assignment.
*Align with guidelines assignment. *Aligned with *Aligned with
for feedback found in *Aligned with guidelines for guidelines for
course readings, guidelines for feedback feedback found in feedback found in
lectures, teacher and found in course course readings, course readings,
peer-feedback. readings, lectures, lectures, teacher and lectures, teacher and
*Focus on the work, teacher and peer- peer-feedback. peer-feedback.
but rather on the feedback. *Focusing on the *Focusing on the
student. *Focusing on the work, work, not the student. work, not the student.
*Describe the work not the student *Describing the work *Describing the work
against success *Describing the work against success against success
criteria. against success criteria. criteria. criteria.
*Support the student’s *Supporting the *Supporting the *Supporting the
thinking about next student’s thinking about student’s thinking student’s thinking
steps to take. next steps to take. about next steps to about next steps to
*respect the student as *respecting the student take. take.
a capable, active as a capable, active *respecting the *respecting the
learner. learner. student as a capable, student as a capable,
active learner. active learner.
(0-7) (7.1-8) (8.1-9) (9.1-10)
 Cover Letter
To develop your letter, address the following questions:

1. What is the topic area of your unit, what grade and/or subject have you targeted, and what is a basic
description of the learning standards this unit will address?
2. What specific formative assessment strategies you will use, when will you use them, what evidence will
you gather from those assessment opportunities, and how will you and the student use that evidence?
3. In what ways do you plan for and engage students in opportunities to articulate the learning targets
related to your assessment, monitor their own progress, and identify the support they need to achieve the
learning targets?
4. When will selected-response, constructed-response, and performance assessment be used within the
unit? What evidence will each of these forms assessment provide about the student in relation to the
learning standards, and how will you and the student use that evidence?
5. What do you see as the strengths and weaknesses of using selected-response, constructed-response and
performance assessments in your assessment plan? What is your vision for how your assessments
positively impact students and your own professionalism?
6. The Assessment EdTPA competency for teacher candidates states:
“Candidates individually and/or collaboratively design and implement a wide range of
assessment strategies to inform instruction and support student learning within and across
academic content areas.”
How does the portfolio provide evidence that you have met or beginning to meet this competency?
7. What problems did you encounter while you were working on this assessment? How did you solve
them?
8. How did your incorporate the feedback of your peers into the final versions of your assessments?
9. What would you like to know more about concerning student assessment?
 In my assessment portfolio, I knew I wanted a younger grade to focus on. I am mostly interested in
young grades such as kindergarten and first grade. The reason I went with Kindergarten is because I knew it
would be a challenge to come up with appropriate forms of assessment being that they are so young and the
standards are very specific. Kindergarteners do not have much previous knowledge at all, besides what they
have learned before school or if they attended pre-school, so this was something I had to consider when making
my assessments and deconstructing my standards. My subject that I chose is math and the topic area of my unit
is called “know number names and the count sequence”. This is the very beginning stages of learning how to
count and recognizing numbers, the early stages of writing numbers, and applying that knowledge in being able
to recognize objects and being able to count how many there are. My learning standards basically address that
students need to be able to count to 100 by ones and tens, and students need to be able to write the numbers
0-20 and recognize objects and be able to count them.
I knew that because this is the early beginning stages of math and being exposed to numbers, I needed to
have a formative assessment strategy that will make my students interested and excited about what they are
learning. Something I have learned Teaching Mathematics to Elementary Students course is the importance of
number talks. Number talks are a spectacular way to formatively assess your students knowledge on the
material learned that day, and how they are applying their previous knowledge. A number talk would look like
me writing something on the board that pertains to what we learned and students seeing it, and then they get to
discuss their answer with their classmates, then as a class. For example, I would put 10, 20, 30, 40, __, 60 , 70,
80, 90, 100 on the board, and ask them what the missing number is. After they have time to think, I will have
students share how they got their answer, and the steps they took to get this. I write every thing that they say, on
the board so students can see other students thinking and compare it to their own. It is a great strategy for
formatively assessing because you can see who is struggling without them knowing. I would do a number talk
at the end of each lesson just to get the routine down, and analyze how the students are doing with my
instruction and the context. I also would want students to have math journals they can keep, to write down how
they got answers, how other people got answers, and anything they want to help them remember certain
information. This is another great formative assessment because I can check them periodically and see how they
are understanding the problems, and how they are interpreting the problem solving process as well. With this
information I can determine if I need to start thinking of differentiated instruction, or if there are only one or
two students are struggling with these concepts and need extra help. Math journals are also a great way students
can activity be engaged and track their own process and it is something they can refer to at any time.
When it comes to my assessments, I want to start with selected response at the end of week one, after
teaching 3 of my learning targets. I believe selected response is a great beginning assessment, and it can be
beneficial for students because they can choose from an abundance of answers which may trigger previous
knowledge. I can use the results of this assessment to plan ahead of the following week and what I need to focus
on more, and better prepare me for the next assessment as well. Constructed response will be towards the end of
week 2, after teaching my other 3 learning targets. Constructed response is a more difficult form of assessment
because students will have to come up with their own answer. I will analyze the results of this assessment and it
will determine what I review for the performance assessment, and what I need to focus on the most. I think this
will be a great preparation of the performance assessment that will be performed the following Monday of week
3. Each assessment will be critical to determining if my students are successful in this unit and what I can do to
help them understand the information in the unit better. The strengths of these 3 assessments in my portfolio to
me, is that I can take the results from each one, and that determines what I will need to do to prepare my
students for the following assessment. My selected response assessment is sort of the basis for my learning
targets. Without these skills, my students will not be able to perform well on my last 3 learning targets because
it is the previous knowledge needed to be successful. It is important to me that this is performed during the end
of the first week, so I can strategically prepare my lessons and my constructed response assessment for the
following week. One strength of my performance assessment is that it fits the grade level perfectly because it is
only half written, I can read the questions to them, and the previous two assessments prepare them perfectly. A
weakness I have of my previous 2 assessments is that my Kindergarteners may not be able to read at that level
yet, so I may have to accommodate for this, and read the questions to them.
I believe that my portfolio provides evidence that I am beginning to meet this competency stated within
the EdTPA. My portfolio is designed to provide multiple assessments that my students will be able to take to
better inform them, and me on what steps need to be taken for classroom instruction, and methods of teaching in
order for my students to better understand the context in the unit. My assessments are designed to assess
students at a pace that allows them to access previous their knowledge and become familiar with assessment
and the information being taught in this unit. I can also alter these assessments and use them un units in the
future, if student’s perform well and like the format I am using. I also would have to determine whether or not
my students need differentiated instruction or test accommodations after giving them these assessments as well,
and include that in future portfolio assessments.
The main problem I had with this assessment is confusion. I had never done anything like before in my
previous classes, and it was all happening at a rapid pace and I was very overwhelmed. I got behind a lot
because when I did not understand something I would just move on and wait awhile to come back to it. Another
main problems I encountered was the DOK chart. I really struggled with that and it took me a really long time
to understand the meaning behind it and how I fill it out. My peers were very helpful when it came to trying to
make things more clear for me, ad providing examples of what it is supposed to look like. Coming to class and
being attentive was really important in this process as well, because went over this and discussed the meaning
and importance of determining DOK levels. Another problem I ran into was my performance assessment. I had
to think for a long time about what I was going to do. Kindergarten is hard because they do not know much, an
everything has to be very straight forward. That is why i decided to make it one on one, and me asking them the
questions orally so I can completely make sure the were understanding what I was asking them.
I took my peers feedback very seriously and applied it to my assessments. They really helped me
understand the different components of this portfolio, and how they interpreted it all. It was also nice to give
feedback because I was able to see how my peers did their portfolio assessments and compare it to mine.
Feedback at some points was also very overwhelming because there is so much information to take in and I did
not want to accidentally give them false information or not enough feedback. In the end, it was incredibly
helpful and I am happy that it was included as part of the portfolio, and believe that it made it a lot stronger.
When it comes to student assessment, I just want to be more confident in creating assessment and
learning objectives. I learned a lot this semester and it is all really great information, but it is very intimidating
because assessment is so critical to the success of students and the success of teaching instruction. I believe that
once I practice doing this more that I will be a lot more confident, and be able to apply my knowledge in the
classroom.
 Assessment Plan
Through the principles of backward design, you will complete an assessment plan for a unit in your future class.
In order to identify your unit materials, please consult with your practicum teacher on a unit in the curriculum of
a subject taught in their class (e.g. science, math, ELA, arts, ESL, etc.). Ask the teacher, or research using the
web any information you need to help you understand the context and content of a unit you choose.

Grade: Kindergarden

Subject & topic: Math: Know number names and the count sequence

Textbook/course materials: Mathematics: Grade K by Scott Foresman & Addison Wesley , worksheets, pencils,
paper, number chart

What standards (e.g. Common Core Standards, Next Generation Science Standards) does the unit address?

Please deconstruct these standards, copy and paste this template for as many standards you have:

Standard:
CCSS.MATH.CONTENT.K.CC.A.1
Count to 100 by ones and by tens.

To meet the standard(s), students need to understand that…

-Bundles of ten represent 20-100 -Adding one means the number is getting bigger
-1-100 represents 100 numbers
-Anything higher than 10, has a ones place, and a tens place
-How to read numbers, for example 11 is pronounced “eleven”.


To be able to understand, students should consider such questions as…
Can 100 be a group of 10? -By adding one is the number getting bigger?
How many 10’s make up 20,30,40,50,60,70,80,90,100?
-If I count back does the number get smaller/? -How do we count to 100 by 10’s?
What do the 0’s mean in 10-100?
Is 100 bigger or smaller than 10?

In order to effectively consider such questions, students need to…

KNOW DO
-How to count to 100 -Draw out groups of 100
-How to count to 10 -Practice counting by 10’s
-Understand 100 is 10 groups of 10 -Count by 1’s in groups of 10’s
-By counting the numbers are -Show 100 on a number chart and
getting bigger reference counting up by 10
-If we count back the numbers are -Show 100 on a number chart and
getting smaller count by 1’s
 Assessment Plan
Through the principles of backward design, you will complete an assessment plan for a unit in your future class.
In order to identify your unit materials, please consult with your practicum teacher on a unit in the curriculum of
a subject taught in their class (e.g. science, math, ELA, arts, ESL, etc.). Ask the teacher, or research using the
web any information you need to help you understand the context and content of a unit you choose.

Grade: Kindergarten

Subject & topic: Math: Know number names and the count sequence

Textbook/course materials: Mathematics: Grade K by Scott Foresman & Addison Wesley , worksheets, pencils,
paper, number chart

What standards (e.g. Common Core Standards, Next Generation Science Standards) does the unit address?

Please deconstruct these standards, copy and paste this template for as many standards you have
Standard:
CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to begin at
1).

To meet the standard(s), students need to understand that…

-Order of numbers 1-100
-That numbers 1-9 are all used multiple times
-A two digit number has two spoke components (twenty-one)
-Counting forward means the numbers are bigger

To be able to understand, students should consider such questions as…

-How do I count to 100? -Can I still count by 10’s?
-How do I know what number comes next?
-By counting up do the numbers get bigger?
-Can I do this using a number chart?

In order to effectively consider such questions, students need to…

KNOW DO

-How to use a number chart -Use a visual representation of

-How to count 1-100 numbers
-How to count in bundles of 10 -Practice counting
-The correct number order of 1-100 -Add by 10’s
-How to do this using a number -Count by 1’s on a number chart
chart -Choose a number 1-100 and count
up from there
 Assessment Plan
Through the principles of backward design, you will complete an assessment plan for a unit in your future class.
In order to identify your unit materials, please consult with your practicum teacher on a unit in the curriculum of
a subject taught in their class (e.g. science, math, ELA, arts, ESL, etc.). Ask the teacher, or research using the
web any information you need to help you understand the context and content of a unit you choose.

Grade: Kindergarten

Subject & topic: Math: Know number names and the count sequence

Textbook/course materials: Mathematics: Grade K by Scott Foresman & Addison Wesley , worksheets, pencils,
paper, number chart
What standards (e.g. Common Core Standards, Next Generation Science Standards) does the unit address?

Please deconstruct these standards, copy and paste this template for as many standards you have:

Standard:
CCSS.MATH.CONTENT.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing
a count of no objects).

To meet the standard(s), students need to understand that…

-How to write numbers 0-20
-How to represent numbers 0-20
-How to show 0-20 using objects or groups
-How to count to 20.

To be able to understand, students should consider such questions as…

-How do I write a 2 digit number? -How do represent an object using 0-20?
-How do I show this in groups? -Can I count from 20-100?
-Can I count to 20?
-Is 20 a group of 10?

In order to effectively consider such questions, students need to…

KNOW DO

-How to count to 20 -Refer to number chart when

-How to represent groups of items needed
using numbers -Recognize grouped items and
-How to write numbers 0-20 count them
correctly -Write the given number out
-Understand that 11 of something correctly
represents the number 11 -Ask questions when necessary
-Refer to groups of 10 or singles
Write specific, attainable and measurable (SAM) learning objectives would you make toward these standards:

• Students will be able to count to 100.

• Students will be able to count to 100 in groups of 10.
• Students will be able to count to 100 starting anywhere (1-100) on the number line.
• Students will be able to write numbers 0-20.
• Students will be able to write numerals 0-20 in the correct order.
• Students will be able to represent an object and groups of objects using numerals 0-20.

What does successful attainment of these learning objectives look like? What success criteria would you
communicate to your students for this assignment?

Success criteria:
1. Students can successfully count to 1-100 at any given point on the number line.
2. Students identify what groups of 10 are and how they represent 100.
3. Students can write 0-20 and represent these numbers through numbers of objects present .
4. Students can fully comprehend how to refer to a number chart to help them count.

I would communicate this to my class by making sure we go over the learning target of the day before each
lesson, and communicating to them our goal during activities such as number talks, and math journals.

How long will it take to complete this unit, what is your timeline for completion?
3 weeks of completion

• Week One:
Monday -Wednesday: Practice counting 1-100 by 1’s, then by 10’s.
Thursday-Friday: Practice counting to 100 starting from anywhere on the number chart. At the end of lesson
Friday, assess my students using my Selected Response assessment on this weeks lessons.
• Week Two:
Monday-Wednesday: Practice counting out and writing numbers starting with 1-10 and, followed by 10-20, and
then all together. Then have students count out groups of objects (0-20) and represent that with a numeral.
Thursday-Friday: Have students practice writing their numbers by representing groups of objects 0-20. At the
end of lesson Friday, give my students the Constructed Response assessment on the week’s lesson.
• Week Three:
Monday: Performance Assessment after short review of unit.

In order to prepare students for your assessments and to meet desired results for your students, what learning
experiences (e.g. topic introductions, activities, play, etc.) would you plan for your students? Where are these
located in a timeline of your teaching?
Week One and Two:
1. Number talks at the end of each lesson. Number talks are a great way to formatively assess your students at
the end of a lesson. A number talk would consist of me writing down a number sequence that pertains to the
lesson. For example for week one at the end of Wednesday’s lesson, I would have the students gather on the
carpet and I would write 10, 20, 30, 40, __, 60 , 70, 80, 90, 100. I would show students this and give them
time to think of this problem, and what the missing number is. Then have them discuss with each other, and
then we can discuss as a class how students got their answer and if they can share their reasoning. This way
I can see if my students are understanding these concepts, and I can determine whether or not I need to
differentiate my instruction.

2. I want to provide my students with math journals as well, that way they can write down their learning
methods, or anything they want to help them remember what we are learning. They can also keep their
number chart in the math journal as well, along with any previous assignments.

3. On Monday of week one, I would like to give each student a number starting from 1. After this, I would
want them to try and and line up according to order to try and get the order of a number sequence down.
Obviously this will not work right away, but it would be a fun activity for them to get them engaged in the
lesson and find it interesting. I will repeat this on Monday of week two, before preparing students for the
second half of the lesson.

Please provide a blueprint of the assessments you will use to assess student skills and knowledge of your
learning objectives. Provide your:
1. Learning objectives
2. The Depth of Knowledge (DOK) level
3. The assessments you will use to assess at these levels, and
4. The knowledge and skills that will be assessed at each level.
Assessment Blueprint (add/delete rows as needed)
Desired outcomes Assessment
Meth
od
DO (FA,
K SR, DOK 1:
U n i t Lev CR, Recall & DOK 2: DOK 3: DOK 4:
Objectives el P) Reproduction Skills & Concepts Strategic Thinking Extended Thinking
1.Students 1 P, FA Students will be
will be able SR able to recall
to count to their previous
100. knowledge from
counting.

Students will
r e c o g n i z e
numbers and
count them in the
the correct order
referring to
number chart
when necessary.
2.Students 3 P, FA, Students will be Students will be Students can
will be able SR able to recall able to infer that formulate groups
to count to p r e v i o u s counting by 10 of 10 that
100 in knowledge of will result in eventually
groups of being able to getting to 100. construct 100.
10. count to 10
Students can show
S t u d e n t s w i l l and specify why
recognize they counting by 10’s
can count to 100 get to 100.
and refer to
groups of 10.
3.Students 3 P, FA, Students refer to Students can Students develop
will be able S R , p r e v i o u s relate that 1-10 is the concept of
to count to CR knowledge of same number being able to start
100 starting counting to 100. sequence as at any given
anywhere 10-100 when number at count to
(1-100) on counting by 10’s 100 in the correct
the number Students refer to order.
line. p r e v i o u s Students can infer
k n o w l e d g e o f that the first after
counting by 10’s. reaching the ten’s
place, it is
counting by ones.
Desired outcomes Assessment
Meth
od
DO (FA,
K SR, DOK 1: DOK 2:
U n i t Lev CR, Recall & Skills & DOK 3: DOK 4:
objective el P) Reproduction Concepts Strategic Thinking Extended Thinking
4.Students 2 P, CR Students recall S t u d e n t s
will be able p r e v i o u s construct the
to write knowledge of ability to
numbers counting to 100 physically write
0-20. the numbers 0-20

Students can
identify patterns
in the writing
numbers to
counting them.

5.Students 2 P , Students recall Students can

will be able C R , p r e v i o u s f o r m u l a t e
to write PA knowledge of numbers 0-20 in
numerals counting to 100 the correct order
0-20 in the
correct Students recall Students can
order. p r e v i o u s construct written
knowledge of evidence of
writing numbers writing 0-20 in
10-20. the correct order.

Desired outcomes Assessment

 Meth
od
DO (FA,
K SR, DOK 1: DOK 2:
U n i t Lev CR, Recall & Skills & DOK 3: DOK 4:
objective el P) Reproduction Concepts Strategic Thinking Extended Thinking
6.Students 4 P, FA, Students recall Students can Students can Students analyze an
will be able C R , p r e v i o u s interpret that develop groups of object or a group of
to represent PA knowledge of these numbers objects and can objects and prove
an object counting to 100. can represent an determine how how many are
and groups object. many there are present or how
of objects Students can present represented many groups are
u s i n g count 0-20 in by a number 0-20. present with a
numerals correct order. written explanation
0-20. of a numer 0-20.

Students recall
how to write
numbers 0-20
correctly.
 Selected-Response Assessment
Based off of your assessment blueprint, you will develop selected-response items that assesses some or all of
your stated desired learning results. Your selected-response assessment will make up 10% of your overall course
grade, and will be developed through an iterative process that will allow you to reflect, provide and receive
feedback, and make changes in order to develop an assessment that could be used in your future teaching.

The specific number and form (i.e., multiple-choice, matching, true/false, select all that apply) of selected-
response items you need will be dependent upon how you have planned to use assessment throughout the unit.
Across all of your planned assessment activities, you will want to make sure you have addressed each learning
objective thoroughly, and provided assessment opportunities for students to demonstrate achievement of
different depths of knowledge.

As you develop your selected-response items, ask yourself the following questions:
● Do your questions content align with your learning objectives?
● Do your questions match the cognitive complexity specified in your learning objectives?
● Do your questions follow the guidelines presented in class and in your readings?

Please respond to the following prompts:

Refer to your assessment blueprint. What objectives will you address with selected-response assessment?

• Students will be able to count to 100.

• Students will be able to count to 100 in groups of 10.
• Students will be able to count to 100 starting anywhere (1-100) on the number line

When in your unit will you use this assessment?

-I will give the first assessment in week one, on Friday. I would do this after our last number talk of this specific
lesson so the students have this fresh in their memory.

Write your selected-response items here. If you plan multiple uses of selected-response assessment within the
unit, indicate when each item(s) are to be used.
Multiple Choice (Questions will be read aloud to accommodate for students who are unable to read at
this level):

1) What number comes right after 63?

a) 62
b) 64
c) 65

2) Find the missing number in this set: 0,10, 20, 30, __

a) 5
b) 50
c) 40

3) What number comes right after 91?

a) 93
b) 90
c) 92

4) Find the missing number in this set: 1, 2, 3, __, 5

a) 6
b) 4
c) 7

5) What number are the next two numbers after 85?

a) 86, 87
b) 87,88
c) 84,85

Matching:

Draw a line that connects the right answer to the question:

1) 7 a) Find the missing numbers: 0, 10, 20, 30, 40, 50, 60,
70, 80, __, ___

2) 75 b) What number comes right after 6?

3) 90, 100 c) If we are counting by 10’s, what comes after 40?

4) 50 d) What number is right after 74?

Answer Key

Multiple Choice
1) B (64)
2) C (40)
3) C (91)
4) B (4)
5) A (86, 87)



Matching
1) B
2) D
3) A
4) C
 Constructed-Response Assessment
Based off of your assessment blueprint, you will develop constructed-response items that assesses some or all of
your stated desired learning results. Your constructed-response assessment will make up 10% of your overall
course grade, and will be developed through an iterative process that will allow you to reflect, provide and
receive feedback, and make changes to your assessment in order to develop an assessment that could be used in
your future teaching.

The specific number and form (i.e., fill-in-the-blank, short-answer, extended-response) of selected-response
items you need will be dependent upon how you have planned to use assessment throughout the unit. Across all
of your planned assessment activities, you will want to make sure you have addressed each learning objective
thoroughly, and provided assessment opportunities for students to demonstrate achievement of different depths
of knowledge.

As you develop your selected-response items, ask yourself the following questions:
● Do your questions content align with your learning objectives?
● Do your questions match the cognitive complexity specified in your learning objectives?
● Do your questions following the guidelines presented in class and in your readings?

Please respond to the following prompts:

Refer to your assessment blueprint. What objectives will you address with constructed-response assessment?

• Students will be able to write numbers 0-20.

• Students will be able to write numerals 0-20 in the correct order.
• Students will be able to represent an object(s) and groups of objects using numerals 0-20.

When in your unit will you use this assessment?

I will give this assessment the second week of our unit when we are addressing wiring numbers 0-20 and
recognizing them as specific objects and using a number chart to refer to what those numbers look like.

Write your constructed-response items here. If you plan to have multiple occasions when you use constructed-
response assessment within the unit, indicate when each item is to be used. Be sure to include rubrics or answer
keys as needed for each question. (If multiple items will be scored on the same rubric, you may present that
rubric only once, but make sure it is clear what items are aligned with each rubric.)
Short Answer (Questions will be read aloud to accommodate for students who are unable to read at this
level):

1) How many circles are shown here?__________

2) Write the number that comes after 9. __________

3) How many letters are in your first name? __________

4) All together, how many fingers and toes do you have?__________

5) How many petals does this flower have? __________

6) How old are you?__________

7) How many pepperoni’s are on this pizza? __________

8) What number is missing? 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 ,10, 11, 12, 13, 14, 15, ___, 17, 18, 19, 20. ___________

9) Write the number that comes right after 18. __________

10) How many marbles do you have? (students will have 13 marbles at desk) __________
Answer Key

Short Answer
1) 3
2) 10
3) Depends on name (writing
numbers check)
4) 20
5) 9
6) Depends on age (writing
numbers check)
7) 11
8) 16
9) 19
10) 13
 Performance Assessment
Based off of your assessment blueprint, you will develop one or more performance assessment prompts that
assesses some or all of your stated desired learning results. Your performance assessment will make up 10% of
your overall course grade, and will be developed through an iterative process that will allow you to reflect,
provide and receive feedback, and make changes to your assessment in order to develop an assessment that
could be used in your future teaching.

The specific number and form (i.e., structured, naturally occurring, longer-term, simulation) of performance
assessment prompts you need will be dependent upon how you have planned to use assessment throughout the
unit. Across all of your planned assessment activities, you will want to make sure you have addressed each
learning objective thoroughly, and provided assessment opportunities for students to demonstrate achievement
of different depths of knowledge.

As you develop your selected-response items, ask yourself the following questions:
● Do your questions content align with your learning objectives?
● Do your questions match the cognitive complexity specified in your learning objectives?
● Do your questions following the guidelines presented in class and in your readings?

Please respond to the following prompts:

Refer to your assessment blueprint. What objectives will you address with performance assessment?

• Students will be able to count to 100.

• Students will be able to count to 100 in groups of 10.
• Students will be able to count to 100 starting anywhere (1-100) on the number line.
• Students will be able to write numbers 0-20.
• Students will be able to write numerals 0-20 in the correct order.
• Students will be able to represent an object and groups of objects using numerals 0-20.

When in your unit will you use this assessment?

My students will be expected to do this Performance Assessment at the end of our unit in the beginning of Week
3. More specifically, the Monday of week 3, after a short review of information learned.

Write your performance assessment prompts here. If you plan to have multiple occasions when you use
performance assessment within the unit, indicate when each prompt is to be used. Be sure to include rubrics as
needed for each prompt. (If multiple prompts will be scored on the same rubric, you may present that rubric
only once, but make sure it is clear what prompts are aligned with each rubric.)
Performance assessment
For this assessment, I will have students meet with me one on one, and I will orally ask them a series of
questions that assesses their knowledge of this past unit. I will be writing their answers down as they are
answering my questions. I will provide them with a sheet of paper to use for the last 4 questions which involve
writing down the number of items I show them. For support while I am assessing students, I will have a para-
educator present to walk around and observe students. During this time students will be able to draw, do math
worksheets, or write in their math journals. The questions I will be asking are below.

(ORALLY ANSWERED)
1. Count to 10
2. Count to 100 starting at 83
3. Count to 100 starting at 20.
4. Count to 50 by 10’s.
5. Count to 100 by 10’s.

(WRITTEN ANSWER)
6. Write down numbers 0-20 in the correct order
7. How many pencils do I have in this jar? (8)
8. How many groups of jelly beans do I have? (5)
9. How many jelly beans are there all together? (20)
10. How many pages does this book have? (18)
Checklist Rubric

Student can to count to 100.

Student can count to 100 in groups of 10.

Student can count to 100 starting anywhere (1-100) on the number line.

Student can write numbers 0-20.

Student can write numerals 0-20 in the correct order.

Student can represent an object and groups of objects using numerals 0-20.

Students meets standards in the Know Number Names and the Count Sequence unit.

Student is approaching standards in the Know Number Names and the Count Sequence unit.
 Appendix:
Directions: Give feedback to one another regularly in class and away. Please record your peer’s overall
feedback to you, and your feedback for them. Copy and paste the overall peer feedback below for as many
iterations of feedback you do for the components of the portfolio.

Overall feedback
(Your peer’s feedback to you)

Reviewer Name: _____Alexa V______ For: ______Hannah Ellison________

Component of Portfolio:_____Deconstructing Standards & DOK Chart______
Date:_10/10_10-24____

What next steps should your peer do to improve their feedback?

• Overall, Hannah did a great job of deconstructing her standards to set her students up for success in this
lesson. I think you could go into a bit more detail on what you want your students to know and obtain
through these standards but you have the general idea down.

• Good job on your DOK chart. To improve your DOK I would keep in mind that the purpose is to “serve as
a basis for settling the number of assessment tasks and for ensuring that the assessments will have the
desired emphasis and balance” on what you are assessing. (Educational Assessments of Students. p.115).
You do a good job of touching on the content you want them to understand but you could go further into
how they will show you they understand this content. Discuss the emphasis for each learning objective.
 Overall feedback
(Your feedback to your peer)
Reviewer Name: __Hannah Ellison________ For: _______Alexa V. __________
Component of Portfolio: Deconstructing Standards & DOK Chart _________
Date:___10/10 ____
What next steps should your peer do to improve their feedback?

• Alexa, great job at deconstructing standards, try and think of more questions that your students may ask themselves
during this activity. This will help prepare you to answer any and all questions that may come up and that will make
your assessment stronger. It also helps with preparing you for what students previous knowledge is.

• Your DOK chart is looking good, you really go into depth on your explanations and reasoning for the different
levels students be attaining. To make it better, make sure you are using the appropriate vocabulary when addressing
each level and why it is reaching it. Be clear when you are addressing the next level and make it clear the
advancement and the difference. It may be also helpful to have a DOK level of 1 to show the starting point and then
progression through your learning objectives.

Adapted from: © 2015 Susan M. Brookhart, Brookhart Enterprises LLC

 Appendix:
Directions: Give feedback to one another regularly in class and away. Please record your peer’s overall
feedback to you, and your feedback for them. Copy and paste the overall peer feedback below for as many
iterations of feedback you do for the components of the portfolio.

Overall feedback
(Your peer’s feedback to you)

Reviewer Name: ______Cheyene Powel_______ For: ________Hannah Ellison_________

Component of Portfolio:___All components ______
Date:______________

What next steps should your peer do to improve their feedback?

Deconstructing Standards:
-For your first standard when you say "how to read numbers" maybe word it like "students will understand how to
read numbers for example 11 is pronounced eleven"
-For your first standard I do not think you need to mention anything having to do with subtraction because the
standard is only asking for the students to count up to 100
-For your second standard when you say "the place value of a two digit number" elaborate on what those place values
are
-For your second standard I do not think that the students need to understand how to count backwards because the
standard only mentions counting forwards. However, this does show that you are learning your teacher skills and
asking for more from the students.
-Great job on your third standard because it looks as though you broke it down as far as you possibly could
-For all of your standards, consider rewording some of the points in the second boxes so they fit with the sentence "to
meet the standard(s), students need to understand that..." (I would be more than happy to give a few examples if you
need more help there)

Learning Objectives and Assessment Blueprint

-Your learning objectives clearly meet your standards
-For your last learning objective, instead of saying "an object(s)" you can just say "an object" since you follow with
"groups of objects"
-I really enjoyed how detailed your plans are for teaching the students and getting them to meet these learning
objectives -- these are great ways to get the students engaged in the learning process
-I think the wording you used within your blueprint really highlights what the students should be able to do at each
depth of knowledge level.

SR, CR, and PA

-I think your selected-response assessment was very well thought out. Maybe simplify the language for the students or
add in somewhere that you will be reading off the questions and answer options to them since they may not be able to
read them
-Same thing for the constructed-response, it is really well thought out but the kiddos may have difficulty reading the
questions.
-I think that it is great that you included pictures cause it helps the students solve the problems with ease
-Your performance assessment looks great and it really fits well with the standards and learning objectives

Overall, you did a great job in aligning everything to your standards and learning objectives!
 Overall feedback
(Your feedback to your peer)
Reviewer Name: _____Hannah Ellison_______ For: ______Cheyene Powell________
Component of Portfolio:_______Deconstructing Standards_________
Date:_12/10___
What next steps should your peer do to improve their feedback?

• Go into more depth on providing what students need to know to understand the content standards.
• Really dig deep into the understanding of what students will need to understand (previous knowledge) when
deconstructing. Especially on your second standard, there could be one or two more points to cover.
• You provide a lot of information of what the students need to know and what they need to do to understand and
comprehend these standards, this is really great because in order for you to completely break it down, you have to
think of every aspect the student would.
• Great job Cheyenne, you do an amazing job at making your unit clear and precise when deconstructing your
standards, you also provide an appropriate amount of standards that all coincide with one another.

Adapted from: © 2015 Susan M. Brookhart, Brookhart Enterprises LLC

 Appendix:
Directions: Give feedback to one another regularly in class and away. Please record your peer’s overall
feedback to you, and your feedback for them. Copy and paste the overall peer feedback below for as many
iterations of feedback you do for the components of the portfolio.

Overall feedback
(Your peer’s feedback to you)

Reviewer Name: ____Ryan Smedley______ For: _______Hannah Ellison___________

Component of Portfolio:________Assessments__________
Date:__11/30____

What next steps should your peer do to improve their feedback?

Things are looking really great, you have a lot of great work here and every component is added to your portfolio and
well developed. A couple of things you might want to take a look at are adding depth of knowledge level 4
components to 1 of your standards. You can look at the example on blackboard, but other than that the DOK looks
great. I like that you added pictures to your constructed response questions. Maybe ass a little more detail to your final
rubric, but the concepts are all there. Great work you are just about there!
 Overall feedback
(Your feedback to your peer)
Reviewer Name: ___Hannah Ellison__________ For: ________Ryan Smedley________
Component of Portfolio:____Selected Response _______
Date:___11/30____
What next steps should your peer do to improve their feedback?

• Your selected response looks good, but I would format it a bit differently. For example, your multiple choice might
look better if you just did it vertically instead of horizontally. Having it formatted this way will make it less jumbled
up, and confusing to read.
• I like how you have multiple selected response assessments, however by I would try and have the amount of
questions in each section even. This way, there is no confusion in scoring whether or not the format of the
assessment affected their score. A student has a 50% chance of getting a true or false question right, but only a 25%
chance of getting a multiple choice question right, so you should try and make the amount of questions in each
section even.
• Your directions are very clear, just make sure you are using appropriate academic language to match the students
grade level so there is not too much confusion.
• Very organized and clear, good job!

Adapted from: © 2015 Susan M. Brookhart, Brookhart Enterprises LLC