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It would be helpful to have assessment questions to choose from that would help us to assess subskills of the grade level standards so we can design instruction (think learning progression) and also assess IEP goals.

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We need consistent and clear guidelines about what can and can't be done with administering and modifying assessments.

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from meeting (all participant discussion) 

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from meeting (all participant discussion) 

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Many of our students struggle with explaining their thinking and questions that require them to explain.

We had a discussion about developing alternate ways to capture student explanations in class or on assessments including video or voice recordings (Flip Grid, Google Voice, etc.), Speech to Text Google extensions, or having a teacher scribe.

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from meeting (all participant discussion)

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from meeting (all participant discussion)

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It would be helpful to have a general rubric that can be used on tasks and assessments all year long so students can learn what is expected and they can self-assess. It is a good teaching tool as well as an assessment tool. If needed it can even be a slightly modified version of a general ed rubric.

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Can we please have exemplars for open ended questions and explanation questions so we can show our students what they are striving for?

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Sometimes multiple choice questions will have answer choices that are only different by one number and students may not attend to precision and pick the correct option.

We brainstormed some possible ways to address this are to include fewer answer choices (fewer distractors) and to carefully choose "wrong answer choices" to reflect common misconceptions/student errors not just answers that look close.

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There are some multiple choice questions on assessments that are tricky because of how they are presented (Write 4 tens, 3 hundreds, 2 ones in standard form for example because it is presented out of order).

We discussed the challenge of creating tasks that measure true student ownership/transfer of the concepts and skills because they can not be answered by just applying something memorized in the same exact way it was taught. This is an area of test design where we need to grow. As we work on revising and improving "tricky" questions, please point out any questions that you feel many students are "tricked" by and let us know what happened so we can improve the task or look for an alternative.

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Some questions are really wordy. By the time the student gets through reading the scenario (or having it read to them) they are getting lost or unfocused or confused. Also- sometimes the wording is more complicated than it needs to be (can be directions or word problems).

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Some of the current gr 4 (non-pilot version) assessments have questions where they are expected to explain or show their work in some way in order to get full points on the rubric, but the directions are not explicit enough for kids to know what is expected.

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Transferring information into Performance Matters is a challenge for me (teacher)

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We sometimes need to modify the content of assessments to match IEP goals (one step vs. multi-step word problems, fewer digits in computation, fewer problems per standard, remove one of the answer choices from multiple choice questions, etc.)

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Shorter tests are better for my students

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Not having the paper and pencil version of the assessment as scrap paper makes it harder for my students to transfer their answers to the computer format and/or to show everything they know (need paper and pencil version vs. just online tools).

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Harder or impossible to modify the question formats (larger font, bold, underline, more white space/work area, separate answer boxes for multi-step tasks, etc.) that our students need to be less overwhelmed and more focused and organized.

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When computation questions are asked in multiple choice format, my students could catch their mistakes (facts, computation, etc.) if their answer didn't match one of the given choices.

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What a year! We would love to hear your feedback about all things Math in the Resource Center. We've heard you have a lot to share about assessment, especially. However, please feel free to record celebrations, constructive criticism, and questions about any aspect of Math in the Resource Center to help us grow the program to best meet your students' and your needs!

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What a year! We would love to hear your feedback about all things Math in the Resource Center. We've heard you have a lot to share about assessment, especially. However, please feel free to record celebrations, constructive criticism, and questions about any aspect of Math in the Resource Center to help us grow the program to best meet your students' and your needs!

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Consider feedback on:

Investigations

Math Workshop

Exact Path

Ready Math

Professional Development

Anything else you want to share!

Thanks!
Laurie, Jessica, and Amy