Amber Brethour Module 4 Assignment 1 Performance Summative Assessment Math Interventionist (K-5)

Target-Method-Match Template
For Summative Assessments

Unit Outcome #
Example SS8.1 (Social Studies, 8th Grade, 1st Write High Achievement Unit Outcome below
unit)

Students will compose rectangular arrays up to 5 rows and 5 columns, then model
MA.2.4 repeated addition and write an equation to express the total and answer real-world
problems.

Target Type Summative Assessment Method

(See Figure 4.3 in textbook) (The goal is to Triangulate—have 3 different types of
Learning Targets for High Achievement Unit Outcome K = Knowledge assessments for each unit, not each component, but you
(The Learning Targets should fulfill the High Achievement Unit Outcome and R = Reasoning can have more than one assessment method for each
have a variety of measurable verbs from all levels of Bloom’s Taxonomy.) S = Skill Learning Target.)

P = Product Note: PA (Performance assessment) includes creating

Products or Projects

Learning Target Learning Targets K R S P SR WR PA PC

Selected Written Performance Personal
Number Include the number of each Learning Target, for example SS8.1.1 Response Response Product Communication

(Social Studies 8th grade, Outcome #1, Learning Target #1) Project

MA.2.6.1 identify if groups are equal X PC

MA.2.6.2 arrange objects into equal groups and model

X PA
repeated addition, then write an equation

MA.2.6.3 use equal groups and develop equal rows and

X PA
columns

MA.2.6.4 describe arrays by their number of rows and

columns and write a repeated addition X SR
equation

MA.2.6.5 model repeated addition and compose

rectangular arrays up to 5 rows and 5 columns X PA
and write a repeated addition equation

MA.2.6.6 determine if an array matches a repeated

X WR
addition equation and explain the reasoning

MA.2.6.7 create rectangular arrays that answer real- X

world problems and develop equations that WR
find the sum using repeated addition
Amber Brethour Module 4 Assignment 1 Performance Summative Assessment Math Interventionist (K-5)

Name:_______________ ______/18 points possible

Array Performance Assessments

High Achievement Unit Outcome
MA.2.4 Students will compose rectangular arrays up to 5 rows and 5 columns,
then model repeated addition and write an equation to express the total and
answer real-world problems.
Learning Targets Components
MA.2.6.2 arrange objects into equal
groups and model repeated addition, then 1. Score: ____/ 2 points
write an equation
MA.2.6.3 use equal groups and develop 2. Score: ____ /2 points
equal rows and columns 3. Score: ____/ 2 points
MA.2.6.5 model repeated addition and
compose rectangular arrays up to 5 rows 4. Score: ____/ 12 points
and 5 columns and write a repeated
addition equation
Total Score: ____/ 18 points
Amber Brethour Module 4 Assignment 1 Performance Summative Assessment Math Interventionist (K-5)

1.This is a one-one assessment where students will demonstrate their

knowledge of equal groups and repeated addition (MA.2.6.2) (2 points)
Materials: 12 counter chips
paper
pencil
Time: 5 minutes

a. Teacher reads: There are 12 counters in front of you. Please place them into 4
equal groups.
Student: at this time, the student will be manipulating the counter chips to place
them into 4 equal groups. (Give the student no more than 3 minutes to complete
this task.)

b. Teacher reads: Now that you have your counters into 4 equal groups, please
write a repeated addition number sentence using your paper and pencil.
Student: at this time, the student will use their paper and pencil to write a repeated
addition sentence that matches their equal groups. (Give the student no more than
2 minutes to complete this task.)

Array Performance Assessment Scoring Guide Number 1:

2 points- correctly did both parts of the task; made 4 equal groups and write a correct addition number
sentence
1 point- correctly did one part of the task; made 4 equal groups or used the 4 groups to make an array
with 4 equal rows

0 points- did not correctly make 4 equal groups or 4 equal rows

Student score: _____ /2 points
Amber Brethour Module 4 Assignment 1 Performance Summative Assessment Math Interventionist (K-5)

2. This is a one-one assessment where students will demonstrate their

knowledge of using equal groups to develop equal rows (MA.2.6.3) (2 points)
Materials: 20 counter chips
Time: 6 minutes

a. Teacher reads: There are 20 counters in front of you. Please place them into 5
equal groups.
Student: at this time, the student will be manipulating the counter chips to place
them into 5 equal groups. (Give the student no more than 3 minutes to complete
this task.)

b. Teacher reads: Now that you have your counters into 5 equal groups, please place
them into an array with 5 equal rows.
Student: at this time, the student will be manipulating the counter chips to place
the 5 equal groups into 5 equal rows. (Give the student no more than 3 minutes to
complete this task.)

Array Performance Assessment Scoring Guide Number 2:

2 points- correctly did both parts of the task; made 5 equal groups and used the 5 groups to make an
array with 5 equal rows
1 point- correctly did one part of the task; made 5 equal groups or used the 5 groups to make an array
with 5 equal rows

0 points- did not correctly make 5 equal groups or 5 equal rows

Student score: _____ /2 points
Amber Brethour Module 4 Assignment 1 Performance Summative Assessment Math Interventionist (K-5)

3. This is a one-one assessment where students will demonstrate their

knowledge of using equal groups to develop equal columns (MA.2.6.3) (2
points)
Materials: 15 counter chips
Time: 6 minutes

a. Teacher reads: There are 15 counters in front of you. Please place them into 3
equal groups.
Student: at this time, the student will be manipulating the counter chips to place
them into 3 equal groups. (Give the student no more than 3 minutes to complete
this task.)

b. Teacher reads: Now that you have your counters into 3 equal groups, please place
them into an array with 3 equal columns.
Student: at this time, the student will be manipulating the counter chips to place
the 3 equal groups into an array with 3 equal columns. (Give the student no more
than 3 minutes to complete this task.)

Array Performance Assessment Scoring Guide Number 3:

2 points- correctly did both parts of the task; made 3 equal groups and used the 3 groups to make an
array with 3 equal columns
1 point- correctly did one part of the task; made 3 equal groups or used the 3 groups to make an array
with 3 equal columns

0 points- did not correctly make 3 equal groups or 3 equal columns

Student score: _____ /2 points
Amber Brethour Module 4 Assignment 1 Performance Summative Assessment Math Interventionist (K-5)

4. This is an individual project where students will demonstrate their

knowledge of arrays and repeated addition to create a product (cityscape).
Students will create buildings that have windows as arrays. Teacher will walk
around and observe without providing assistance. (MA.2.6.5) (12 points)

ARRAY CITYSCAPE

Directions: You will be creating a cityscape. Use what you have learned about
arrays to create skyscraper buildings that have windows in the shape of an
array. Use the construction paper to make your buildings and use the
preprinted colored squares as your windows/array. You will have 5 math
periods to complete this assignment.
Materials:
Construction paper (black for the sky, various colors for the buildings)
Preprinted square-colored template (various colors, used as the windows)
Scissors
Glue
Black Marker
To Complete this Assignment:
1. Your cityscape must have at least 4 buildings.
2. Each building needs to have windows in the shape of an array. The rows and
columns must be straight and equal. NO ARRAY MORE THAN 5 ROWS
OR 5 COLUMNS
3. On the bottom of the building write a repeated addition sentence that
matches the building

Examples:
Amber Brethour Module 4 Assignment 1 Performance Summative Assessment Math Interventionist (K-5)

Performance Assessment Scoring Guide

Array Cityscape Project Rubric- MA.2.6.5
4 3 2 1
Constructed I have 4 I have 3 I have 2 I have 1
Buildings: buildings. buildings. buildings. building.

Windows/Array: 4 windows 3 windows 2 windows 1 window is

are arranged are arranged are arranged arranged into
into correct into correct into correct a correct
arrays. arrays arrays array

Repeated 4 buildings 3 buildings 2 buildings 1 building has

Addition have repeated have repeated have repeated a repeated
Sentence: addition addition addition addition
sentences that sentences that sentences that sentence that
match the match the match the matches the
array. array. array. array.

Total Score: _____/12 points

Amber Brethour Module 4 Assignment 1 Performance Summative Assessment Math Interventionist (K-5)

Reflection
When looking at number four on this performance assessment there are some strengths
and weaknesses within the task. One of the strengths is that the task aligns very well with the
learning target and adequately assesses student learning. Students have been learning about rows
and columns and building arrays using manipulatives. As a summative assessment, they will be
creating a cityscape with buildings that have windows in the shape of arrays. This will be the
only task used to assess this learning target because the product (cityscape) they produce will
show their knowledge of arrays and how it relates to repeated addition. Additionally, since this is
a “high-stakes assessment of learning context, it is important to consider the consequences of an
incorrect decision and enlarge the sample to minimize that possibility” (Chappuis & Stiggins,
2020, p. 224). Having students complete 4 buildings will adequately cover the breadth of this
target and show levels of learning amongst students and their knowledge of arrays and repeated
addition.

A weakness within this task is the time allowed. I was unsure of how much time to
provide for this performance task and five days is probably too much. I know that there will be
those that work faster than others, but I wanted to make sure they have plenty of time. I know by
doing this for five days, students will be missing out on valuable instruction time. I do think that
this is an important foundation skill for multiplication that they need to master. So, if students
finish their four buildings and still have time left, they can add additional buildings to their
skyscape.
Amber Brethour Module 4 Assignment 1 Performance Summative Assessment Math Interventionist (K-5)

Validity Checklist
Validity
An assessment is valid if it truly assesses or measures what was intended. Standardized tests and research
measurements usually must have their validity proved through statistical analysis, which includes more
rigor than is really needed for local assessments. However, we do want to be sure our assessments are
valid; otherwise, the information we get from them would not be accurate, and resulting decisions and
actions would be flawed.

_____ Assessment Construction: Did you follow the specific guidelines for creating questions for
each assessment type, such as selected response, written response, performance, or personal
communication?

_____ Coverage and Alignment: Did you compare—question by question—the test items to the
outcome and components? You should be able to show precisely where each question matches an
outcome or component/learning target. Likewise, there should be no components/learning targets
untested.

_____ Variety and Bias: Examine the assessment items, as a whole, to ensure they support a variety of
learning styles or multiple intelligences. Did you avoid using language that might be offensive to
students based on their gender, ethnicity, socioeconomic status, religion, or other group-defining
characteristics? Also, did you avoid using a context that might be unfamiliar to some of the students
being assessed?

_____ Vocabulary: Check your vocabulary and grammar. For example, a third grade test should not
have any words above a third grade reading level unless they are specialized words in the content of the
outcome, such as photosynthesis in a science outcome. Likewise, at all levels, keep grammar as simple as
possible. Unless you are testing grammar or higher-level reading comprehension, don’t use complex,
compound sentences, or items set off in parentheses. To do so is to cause a reading comprehension issue.
Students may know the subject content very well, but they get bogged down in the way the questions or
instructions are worded.

_____ Format: Be sure to consider the format of your assessment. Font size should be age-
appropriate. Any graphics should be clear enough and large enough for good viewing, and easily located
from the related test questions. Be sure to leave ample space for students to write answers if it is a paper
test.

_____ Scoring and Criteria: Be sure each item can be scored reliably and efficiently using criteria
and a key by a variety of testers. Did you attach the key and/or rubric? Have levels of performance been
established? A description should exist of what student performance looks like at each level, including
establishing rubrics or cut scores that differentiate among the levels (Beginning, Progressing, Proficient,
Advanced, for example).

_____ Administrative Guidelines: Is there a standard set of directions for all teachers administering
the assessment? Does it include information such as how long the assessment should take, in what time
frame it should be administered, what directions the teacher should give, and how much and what kinds
of assistance the teacher should offer students who struggle or ask questions?

Taken from Pathways to School Improvement, 2017, Curriculum Leadership Institute, Emporia, KS
Amber Brethour Module 4 Assignment 1 Performance Summative Assessment Math Interventionist (K-5)

References
Bright Concepts 4 Teachers. (2016, September 28). Array City: Ideas to Integrate the
Curriculum. https://www.brightconcepts4teachers.com/2016/09/array-city-ideas-to-integrate-
curriculum.html
Carlena Jelley. (n.d.). Array City Project. Jolley Jelly Beans- Teachers Pay Teachers.
https://www.teacherspayteachers.com/Product/Array-City-Project-4098096
Chappuis, J., & Stiggins, R. (2020). Classroom Assessment for Student Learning: Learning it
Right- Using it Well. Pearson.