The assessments used here are based on the monthly pacing guides and are intended for useas formative instructional tools.
- These common assessments facilitate collaboration with peerson instructional practice.
- The assessments are brief, and adaptation to the needs of your students is encouraged.
- A Challenge Item that represents the assessed concept or skill at a more complex level of cognitive demand is included in each assessment.
- These Challenge Items will help pace instruction and consolidate student learning in preparing for state assessments.
The assessments are leveled in accordance with the amount of modification of the alternateachievement standard. This key describes the level of modification of the content standard that is the basis for the leveling of complexity of the assessments:
- Level 1: Extensive modification of the concept/skill
- Level 2: Intermediate modification of the concept/skill
- Level 3: Limited modification of the concept/skill
- Level 4: No modification of the concept/skill
Documentation is vital and should include:
- The amount of support needed to participate in the assessments.
- The nature of the supports required.
- This documentation is needed to show progress and will help describe the student as a learner.
For all Level 1 and Level 2 assessments, there is a corresponding "Support" test that a teacher mayco-administer to assess and document the prompts and supports required during the test administration.
A general rubric is embedded in all support assessment items:
- 4 points = Independent (No Prompts/Supports)
- 3 points = Minimal (1 Prompt/Support)
- 2 points = Moderate (2 - 3 Prompts/Supports)
- 1 point = Maximum (Step by Step; Hand Over Hand; 4+ Prompts)
- 0 points = Refuse (Uncooperative/Task Refusal)
The assessments are available to teachers through the Wayne RESA CLASSA data warehouse (link). They are also posted here (link) in pdf format for educators who are unable to access CLASSA or who prefer to work with print versions of the assessments.
What do Math Assessments Look Like? (videos)
These video clips provide examples of how to administer these quick assessments.
- That the images in the assessments are adapted as appropriate to the student.
- That one-to-one interaction provides opportunities to determine what the student is able to identify.
- That the prompts to count and presentation of the tasks give the teacher the opportunity to observe the student's thinking and ability to work independently.
The teacher can then use these tasks and observations to model and personalize the student's learning experiences to achieve the maximum benefits.