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Module 5 Assessment Critique For The Summative Unit Assessments Performance

This document provides a template for critiquing summative unit assessments. The critique requires indicating if the assessment has clear instructions, an answer key or rubric, and clearly stated criteria. It also involves identifying the assessment type, determining if it is appropriate for the intended outcome, and evaluating if it aligns with the specified outcome components and targets. The critique examines factors like vocabulary level, format issues, potential bias, quality of the answer key/rubric, and ease of understanding the performance criteria.

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194 views

Module 5 Assessment Critique For The Summative Unit Assessments Performance

This document provides a template for critiquing summative unit assessments. The critique requires indicating if the assessment has clear instructions, an answer key or rubric, and clearly stated criteria. It also involves identifying the assessment type, determining if it is appropriate for the intended outcome, and evaluating if it aligns with the specified outcome components and targets. The critique examines factors like vocabulary level, format issues, potential bias, quality of the answer key/rubric, and ease of understanding the performance criteria.

Uploaded by

api-458193889
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Please complete the Assessment Critique for the Summative Unit Assessments you’ve created

to meet a High Achievement Unit Outcome. You should have at least three types of
assessments so you would be completing three of these Assessment Critiques.

Assessment Critique
1. Indicate if you see any problems with the following:
a. Are there clear instructions about what students are to do?yes
b. Has an answer key or rubric been provided for each and are they easy to use?yes
c. Are the criteria stated clearly and easy to apply? yes

2. What type of assessment is this? SR = Selected Response, WR = Written Response, PD =


Product, PF = Performance, PC = Personal Communication (could be a combination)

3. Is it an appropriate type of assessment for this outcome? (circle) YES NO Explain:


Most of the skills listed in the outcomes can be assessed in several different ways.
Many skills are formative to much more difficult skills or are applied to be able to
answer more complicated skills

4. Does the assessment align with the outcome and components/learning targets? yes
a. Are there any items in the outcome or components/learning targets that are not
included in the assessment? If so, which ones?
1.1.1 Identify the origin, x-axis, y-axis, and quadrants of coordinate system
1.1.2 Identify coordinates and plot ordered pairs on graphs
1.2.3 Graph functions using domain and range tables
1.3.1 Identify slope from 2 points
1.3.2 Identify slope and y-intercept from formula
1.3.4 Identify and model slope form real life situations.
1.1.3 Identify and compute “x” and “y” intercept.
1.1.4 Create ordered pair tables for linear and nonlinear functions to graph
1.2.1 Explain if the correspondence of the domain and range of a function
1.2.2 Create a table of the range of a function
1.2.4 Classify graphs as functions or non-functions
1.2.5 Describe domain from graphs
1.2.6 Analyze domain from functions
1.4.1 Create linear equations from slope and y-intercepts
1.4.2 Create linear equations form 2 points
1.4.3 Change linear equations to create perpendicular equations
1.4.4 Change linear equations to create parallel equations

TAKEN FROM PATHWAYS TO SCHOOL IMPROVEMENT (2009), CLI INSTITUTE, EMPORIA, KS


b. Are there any items in the assessment that are not in the outcome or
components/learning targets? If so, which ones?
No
5. Is the vocabulary appropriate for the age of the student? (circle) YES NO

6. Are there any problems with the format? (circle) YES NO If yes, please explain.

7. Is there evidence of bias in the assessment? (circle) YES NO If yes, please explain:

8. Is the answer key/rubric satisfactory? (circle) YES NO If no, please explain:

9. Are the criteria for how well students must do easy to understand and apply?
(circle) YES NO if no, please explain:

TAKEN FROM PATHWAYS TO SCHOOL IMPROVEMENT (2009), CLI INSTITUTE, EMPORIA, KS

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