Assessments

In 8th grade, students analyze, create and represent linear and simple non-linear functions in multiple ways to make connections between them, including mathematical concepts related to bivariate data and Pythagorean Theorem, and “real-world” situations like those arising from two & three dimensional space.

Essential Standard Claim 1 Proficiency Scales

Can be used to inform standard-based grading

The ALD Thresholds for Target G here are combined with Target H from Unit 4.

Applicable Pre-assessments

If given prior, then you only need to view a portion of the results.

MAP (part of the district assessment plan)

Learning Continuum by Topic: See MAP Report

Learning Continuum by Standard: See MAP Report

MDTP Preparedness for 8th Grade (optional)

#8, 17, 32, 40

MDTP Preparedness for Algebra 1 (optional)

#5, 8, 14, 16

Formative and/or Summative Assessments,

Reengagement & Reassessment

Congruence & Similarity Focused IAB: Consider giving instead of chapter tests or quizzes.

Consider using this assessment throughout instruction in an unstandardized administation - whole class, small group or select items individually.

Congruence & Similarity FIAB Reengagement Day: Do instead of a review day before the assessment.

Reengagement One Pager See document.

Reengagement Template (One Slide) See slides.

Need to Do a Class Review for your Next Big Summative Assessment? Instead of wasting time and boring students with a comprehensive review, provide those notes and try something different instead. Rather than reviewing first and then doing a practice test, consider giving the practice test first and then reengaging around the results for a more targeted and engaging review.

Geometry Interim Assessment Block: Consider giving instead of chapter tests or quizzes.

Consider using this assessment throughout instruction in an unstandardized administation - whole class, small group or select items individually.

Geometry IAB Reengagement Day: Do instead of a review day before the assessment.

Reengagement One Pager See document.

Reengagement Template (One Slide) See slides.

Need to Do a Class Review for your Next Big Summative Assessment? Instead of wasting time and boring students with a comprehensive review, provide those notes and try something different instead. Rather than reviewing first and then doing a practice test, consider giving the practice test first and then reengaging around the results for a more targeted and engaging review.

Interim Comprehensive Assessment (ICA): Consider giving instead of chapter tests or quizzes.

Consider using this assessment throughout instruction in an unstandardized administation - whole class, small group or select items individually.

ICA Reengagement Day: Do instead of a review day before the assessment.

Reengagement One Pager See document.

Reengagement Template (One Slide) See slides.

Need to Do a Class Review for your Next Big Summative Assessment? Instead of wasting time and boring students with a comprehensive review, provide those notes and try something different instead. Rather than reviewing first and then doing a practice test, consider giving the practice test first and then reengaging around the results for a more targeted and engaging review.

Cumulative Assessment #1: Site / teacher created. Please submit to the design team, email dmattoon@hemetusd.org

Consider using a Claim 2, 3 &4 task as a Performance Task

Cumulative Assessment Reengagement Day: Do instead of a review day before the first assessment.

Reengagement One Pager See document.

Reengagement Template (One Slide) See slides.

Need to Do a Class Review for your Next Big Summative Assessment? Instead of wasting time and boring students with a comprehensive review, provide those notes and try something different instead. Rather than reviewing first and then doing a practice test, consider giving the practice test first and then reengaging around the results for a more targeted and engaging review.

Cumulative Assessment #2: Site / teacher created. Please submit to the design team, email dmattoon@hemetusd.org

Consider using a Claim 2, 3 &4 task as a Performance Task.

Guidelines for Creating your Own Assesment in Claim 1

8.G.A.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence

of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between

them.

8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence

of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the

similarity between them.

There are no items from 8.G.4 found on the SBAC Item Specification.

8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations:

a. Lines are taken to lines, and line segments to line segments of the same length.

b. Angles are taken to angles of the same measure.

c. Parallel lines are taken to parallel lines.

Embed your assessments into you custom Clarity Calendar! See tab.