Assessments

In Algebra 1, students demonstrate fluency by creating, comparing, analyzing, solving, providing multiple representations, and identifying the structures of exponential & quadratic functions building on the understanding of linear functions from grade 8 to apply linear, quadratic and exponential models to data and unfamiliar problems.

Essential Standard Claim 1 Proficiency Scales

Can be used to inform standard-based grading

Applicable Pre-assessments

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

MDTP Preparedness for Algebra 1 (optional)

3, 10, 18, 27, 29

MDTP Preparedness for Geometry (optional)

4, 11, 22, 36, 45

Formative and/or Summative Assessments,

Reengagement & Reassessment

There are no Focused Interim Assessment Blocks for this unit.

Consider using a Claim 4 Task, other SVMI task, or Illustrative Mathematics task.

There are no Interim Assessment Blocks for this unit.

Consider using a Claim 4 Task, other SVMI task, or Illustrative Mathematics task.

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

To save time in this relatively short unit, consider using a Claim 4 task as an individual 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

To save time in this relatively short unit, consider using a Claim 4 task as an individual performance task.

Guidelines for Creating your Own Assesment in Claim 4

Engage as many Targets as possible.

Target 4A Apply mathematics to solve problems arising in everyday life, society, and the workplace. (DOK 2, 3)

Problems used to assess this target for Claim #4 should not be completely formulated (as they are for the same target in Claim 2), and require students to extract relevant information from within the problem and find missing information through research or the use of reasoned estimates.

Target 4B Construct, autonomously, chains of reasoning to justify mathematical models used, interpretations made, and solutions proposed for a complex problem. (DOK 2, 3, 4)

At the secondary level, these chains should typically take a successful student 10 minutes to complete. Times will be somewhat

shorter for younger students, but still give them time to think and explain. For a minority of these tasks, subtasks may be

constructed to facilitate entry and assess students’ progress toward expertise. Even for such “apprentice tasks,” part of the task will

involve a chain of autonomous reasoning that takes at least 5 minutes.

Target 4C State logical assumptions being used. (DOK 1, 2)

Tasks used to assess this target ask students to use stated assumptions, definitions, and previously established results in developing

their reasoning. In some cases, the task may require students to provide missing information by researching or providing a reasoned

estimate.

Target 4D Interpret results in the context of a situation. (DOK 2, 3)

Tasks used to assess this target should ask students to link their answer(s) back to the problem’s context. (See Claim 2, Target C for

further explication.)

Target 4E Analyze the adequacy of and make improvements to an existing model or develop a mathematical model of areal phenomenon. (DOK 3, 4)

Tasks used to assess this target ask students to investigate the efficacy of existing models (e.g., develop a way to analyze the claim

that a child’s height at age 2 doubled equals his/her adult height) and suggest improvements using their own or provided data. Other

tasks for this target will ask students to develop a model for a particular phenomenon (e.g., analyze the rate of global ice melt over

the past several decades and predict what this rate might be in the future).

Longer constructed response items and extended performance tasks should be used to assess this target.

Target 4F Identify important quantities in a practical situation and map their relationships (e.g., using diagrams, two-way tables, graphs, flowcharts, or formulas). (DOK 1, 2, 3)

Unlike Claim 2 where this target might appear as a separate target of assessment (see Claim 2, Target D), it will be embedded in a

larger context for items/tasks in Claim 4. The mapping of relationships should be part of the problem posing and solving related to

Claim 4 Targets A, B, E, and G.

Target 4G (Measured in Performance Tasks only) Identify, analyze and synthesize relevant external resources to pose or solve problems. (DOK 3, 4)

Especially in extended performance tasks (those requiring 1-2 class periods to complete), students should have access to external

resources to support their work in posing and solving problems (e.g., finding or constructing a set of data or information to answer a

particular question or looking up measurements of a structure to increase precision in an estimate for a scale drawing). Constructed

response items should incorporate “hyperlinked” information to provide additional detail (both relevant and extraneous) for solving

problems in Claim 4.

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

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