Effective Project Guidelines for Successful Student Completion

#WHENYOUPASS A social studies project has multiple steps that will take several weeks to complete with some of the work being completed in class and some of the work being completed outside of the classroom. What directions will provide the best details for students to successfully complete the project? A. A teacher-designed timeline with expected completion dates for each phase of the project. B. A teacher-designed rubric with specific details of requirements for each phase of the project and expected due dates. C. A student-designed timeline with self-appointed dates of completion for each phase of the project. D. A student-designed rubric with specific details of requirements that the teacher discussed in the classroom.

#WHENYOUPASS A social studies project has multiple steps that will take several weeks to complete with some of the work being completed in class and some of the work being completed outside of the classroom. What directions will provide the best details for students to successfully complete the project? A. A teacher-designed timeline with expected completion dates for each phase of the project. B. A teacher-designed rubric with specific details of requirements for each phase of the project and expected due dates. C. A student-designed timeline with self-appointed dates of completion for each phase of the project. D. A student-designed rubric with specific details of requirements that the teacher discussed in the classroom. With projects that take several weeks, it’s important to establish incremental due dates for portions of the projects that will move it to its conclusion. Also, a teacher-designed rubric that addresses all the specifications clearly and without error is critical to students being able to successfully meet the requirements of the project. *

#WHENYOUPASS A math teacher conducted a benchmark exam at the end of the first six weeks. Upon doing an item analysis, she discovered that a significant number of her students did not demonstrate mastery on several of the math objectives for the advanced level 7 th grade math. Which of the following choices should she make in order to correct this situation? A. Determine which students should be moved down to an on-level 7 th grade math class because that class is spending time on the content the students are lacking in. B. Identify the concepts that the students did not perform well on and conduct an after school “math boot-camp” for those students. C. Identify the concepts that each student did not perform well on and revise the planned instruction to reteach those concepts while providing enrichment opportunities for the few students who mastered the content. D. Continue on with the planned instruction and provide extra homework assignments targeting the area of need for those who did not demonstrate mastery.

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#WHENYOUPASS A math teacher conducted a benchmark exam at the end of the first six weeks. Upon doing an item analysis, she discovered that a significant number of her students did not demonstrate mastery on several of the math objectives for the advanced level 7 th grade math. Which of the following choices should she make in order to correct this situation? A. Determine which students should be moved down to an on-level 7 th grade math class because that class is spending time on the content the students are lacking in. B. Identify the concepts that the students did not perform well on and conduct an after school “math boot-camp” for those students. C. Identify the concepts that each student did not perform well on and revise the planned instruction to reteach those concepts while providing enrichment opportunities for the few students who mastered the content. D. Continue on with the planned instruction and provide extra homework assignments targeting the area of need for those who did not demonstrate mastery. Because it is a beginning-of-the-year benchmark and a significant number of students did not master certain content, the teacher cannot move on until the learning gap has been filled. Once students are in the classroom, it is the teacher’s responsibility to provide the appropriate instruction.

#WHENYOUPASS You are at the end of a social studies unit and have conducted a class participation activity to review for the test that will be administered the following day. You discover that a significant number of students are not able to answer the questions accurately. What is the best option? A. Administer the test on the scheduled day and provide after-school tutoring for students who failed the test. B. Adjust the instructional time to allow re-teaching and schedule the test after all students are demonstrating understanding. C. Postpone the exam, administer a re-test to identify the students who cannot demonstrate mastery and provide tutoring before the exam. D. Administer the test on the scheduled day and move to the next unit. Students who failed this unit will make up for it on the next assessment.

#WHENYOUPASS You are at the end of a social studies unit and have conducted a class participation activity to review for the test that will be administered the following day. You discover that a significant number of students are not able to answer the questions accurately. What is the best option? A. Administer the test as scheduled and provide after-school tutoring for students who failed the test. B. Adjust the instructional time to allow re-teaching and schedule the test after all students are demonstrating understanding. C. Postpone the exam, administer a re-test to identify the students who cannot demonstrate mastery and provide tutoring before the exam. D. Administer the test on the scheduled day and move to the next unit. Students who failed this unit will make up for it on the next assessment. When a significant number of students are unable to demonstrate mastery on content, it is important to adjust the instructional time, postpone the assessment, determine which students need assistance, and provide an extended opportunity for them to master the content. **

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#WHENYOUPASS A third-grade reading teacher wants to determine if her students understand the plot sequence in a recent story they read together. She selects several ways to informally and formally assess each student’s degree of understanding. Which of the following would not provide an opportunity for her to make an accurate assessment? A. Form pair-share student groups and rotate around the room to listen in on conversations. B. Each student diagrams the plot sequence using a timeline. C. Use a variety of covert participation techniques. D. Use a variety of overt participation techniques.

#WHENYOUPASS A third-grade reading teacher wants to determine if her students understand the plot sequence in a recent story they read together. She selects several ways to informally and formally assess each student’s degree of understanding. Which of the following would not provide an opportunity for her to make an accurate assessment? A. Form pair-share student groups and rotate around the room to listen in on conversations. B. Each student diagrams the plot sequence using a timeline. C. Use a variety of covert participation techniques. D. Use a variety of overt participation techniques. Covert participation includes such prompts as, “think about”, “visualize”, “read silently”. The degree of participation and/or understanding is not observable.

#WHENYOUPASS A 6 th grade world cultures teacher provides students with an opportunity to use technology to produce a final assessment that would demonstrate mastery of the aquifer systems developed by the ancient Greeks. Which of the following would best integrate technology? A. Construct a miniature watermill that holds a special place in Greek history as one of their first technological inventions. B. Present a poster board depicting the ancient Greeks’ construction of aqueducts for water supply, which was another technological accomplishment. C. Develop a PowerPoint presentation about the aquifer systems in ancient Greece. D. Develop a spreadsheet of ancient civilizations and when each first used technology.

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#WHENYOUPASS A 6 th grade world cultures teacher provided students an opportunity to use technology to produce a final assessment that would demonstrate mastery of the aquifer systems developed by the ancient Greeks. Which of the following would best integrate technology? A. Construct a miniature watermill that holds a special place in Greek history as one of their first technological inventions. B. Present a poster board depicting the ancient Greeks’ construction of aqueducts for water supply, which was another technological accomplishment. C. Develop a PowerPoint presentation about the aquifer systems in ancient Greece. D. Develop a spreadsheet of ancient civilizations and when each first used technology. This is the only answer that integrates the use of technology in the assessment process.

#WHENYOUPASS Mr. Page is working on a multi-faceted approach to improving reading fluency with his struggling readers. While he might include all of the following in his reading program, which approach will provide the most improvement in his students’ reading fluency? A. SSR- sustained silent reading B. DEAR- Drop Everything and Read C. Round-robin reading D. Read a text several times with different partners

#WHENYOUPASS Mr. Page is working on a multi-faceted approach to improving reading fluency with his struggling readers. While he might include all of the following in his reading program, which approach will provide the most improvement in his students’ reading fluency? A. SSR- sustained silent reading B. DEAR- Drop Everything and Read C. Round-robin reading D. Read a text several times with different partners To help students improve fluency, competent readers should model fluent reading, and multiple opportunities should be provided for practice and assessment. *

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#WHENYOUPASS Third-grade students are working on a wall display as a summative assessment for a unit on the state of Texas. Each student is drawing a portion of the state with roads, cities, farmland, industrial sites, and animals. In order to help the viewer understand what each of the pictures represents, which of the following mapping tools should students be instructed to use? A. A hieroglyphic chart B. A map legend C. A compass rose D. A map scale

#WHENYOUPASS Third-grade students are working on a wall display as a summative assessment for a unit on the state of Texas. Each student is drawing a portion of the state with roads, cities, farmland, industrial sites, and animals. In order to help the viewer understand what each of the pictures represents, which of the following mapping tools should students be instructed to use? A. A hieroglyphic chart B. A map legend C. A compass rose D. A map scale A map legend defines the meaning of symbols used to represent data on a map.

#WHENYOUPASS A new teacher has recently received her class’ standardized test scores. She notices that her class has scored very low in many of the required test subjects. What is the first step the teacher should take? A. Conduct a needs assessment test for the entire class and identify each student’s abilities in each of the subjects. B. Schedule meetings with parents to discuss programs to be implemented to address their child’s needs. C. Talk with the school counselor and principal about tutorial options. D. Pair the more capable students with those who were less successful on the standards test and encourage them to enter a mentor relationship.

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#WHENYOUPASS A new teacher has recently received her class’ standardized test scores. She notices that her class has scored very low in many of the required test subjects. What is the first step the teacher should take? A. Conduct a needs assessment test for the entire class and identify each student’s abilities in each of the subjects. B. Schedule meetings with parents to discuss programs to be implemented to address their child’s needs. C. Talk with the school counselor and principal about tutorial options. D. Pair the more capable students with those who were less successful on the standards test and encourage them to enter a mentor relationship. This test will allow the teacher to immediately identify the learning gaps, determine the underlying factors, and develop a classroom instructional approach to address the needs. ***

#WHENYOUPASS A new student has arrived in your 6 th grade reading class. He has missed the state standardized test, and you will not receive state assessment information to assist you in placing him in the appropriate reading level. Which type of assessment should you administer to gain the most useful information? A. Teacher designed test B. End-of-course test C. Criterion-referenced test D. Norm-referenced test

#WHENYOUPASS A new student has arrived in your 6 th grade reading class. He has missed the state standardized test, and you will not receive state assessment information to assist you in placing him in the appropriate reading level. Which type of assessment should you administer to gain the most useful information? A. Teacher designed test B. End-of-course test C. Criterion-referenced test D. Norm-referenced test Norm-referenced tests compare students’ scores to those of other students, or the “norm”. Criterion-referenced tests compare a student’s score to pre- established criterion or benchmarks.

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#WHENYOUPASS A group of 6 th grade math students are at the end of a unit where they have learned the math concept of reducing to the least common denominator. Which of the following activities is least effective in assessing student mastery of this concept? A. Homework assignment of 25 problems that are checked in class by exchanging papers with neighboring students. B. A few problems solved by each student during class, while the teacher rotates around the classroom to observe. C. An individual assessment of a few problems. D. Homework assignment of 25 problems graded by the teacher.

#WHENYOUPASS A group of 6 th grade math students are at the end of a unit where they have learned the math concept of reducing to the least common denominator. Which of the following activities is least effective in assessing student mastery of this concept? A. Homework assignment of 25 problems that are checked in class by exchanging papers with neighboring students. B. A few problems solved by each student during class, while the teacher rotates around the classroom to observe. C. An individual assessment of a few problems. D. Homework assignment of 25 problems graded by the teacher. All other answers provide an opportunity for the teacher to assess each student’s level of mastery.

#WHENYOUPASS A ninth grade English teacher has collected her students’ recent Word document essays. Which technology application would give her the most information about the originality of the students’ work and allow her to give feedback? A. Internet search and student feedback B. Spread sheet with student feedback C. Grammar check in Word with corrections made in document D. Turnitin.com with student feedback

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#WHENYOUPASS A ninth grade English teacher has collected her students’ recent Word document essays. Which technology application would give her the most information about the originality of the students’ work and allow her to give feedback? A. Internet search and student feedback B. Spread sheet with student feedback C. Grammar check in Word with corrections made in document D. Turnitin.com with student feedback This is a web-based writing assessment toolkit which allows instructors to provide feedback to students through markup tools, rubrics, and proofing tools. It additionally checks for plagiarism.

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#WHENYOUPASS An English teacher has provided her students with a series of questions they are to answer about a recent story each of them has written. The intention is for the questions to guide their writing process and help them in their self-reflection and correction process. What type of writing scale is the English teacher using in her class? A. A form-based writing scale B. A writing rubric C. A checklist D. A developmental writing scale

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#WHENYOUPASS An English teacher has provided her students with a series of questions they are to answer about a recent story each of them has written. The intention is for the questions to guide their writing process and help them in their self-reflection and correction process. What type of writing scale is the English teacher using in her class? A. A form-based writing scale B. A writing rubric C. A checklist D. A developmental writing scale This type of scale is question-based and guides the writer, so that they can analyze their own writing. A rubric would list a set of standards that are to be met. **

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#WHENYOUPASS Second-grade students are collecting work to display in their individual portfolios. They have been asked to select three of their best writing assignments and tell why they chose each piece. Which of the following would be an example of an appropriate self-assessment? A. All of my spelling was correct, and my sentences were complete. B. One is a paper about my favorite pet and the other is about my little brother. C. I wrote both of the papers at the beginning of the year. D. My teacher said I wrote a funny story.

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#WHENYOUPASS Second-grade students are collecting work to display in their individual portfolios. They have been asked to select three of their best writing assignments and tell why they chose each piece. Which of the following would be an example of an appropriate self-assessment? A. All of my spelling was correct, and my sentences were complete. B. One is a paper about my favorite pet and the other is about my little brother. C. I wrote both of the papers at the beginning of the year. D. My teacher said I wrote a funny story. This is the only answer that requires the student to assess the quality of the work. All other choices are statements of fact that describe the context of the writing, but not the growth of the student.

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#WHENYOUPASS A Spanish teacher is teaching middle school students their first year of Spanish. She is trying to determine how proficient each student is at identifying the Spanish words for numbers and colors. Which of the following is the least effective way for the Spanish teacher to determine proficiency? A. Paper/pencil quiz B. Choral response C. Pair-share D. Individual verbal response by each student

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#WHENYOUPASS A Spanish teacher is teaching middle school students their first year of Spanish. She is trying to determine how proficient each student is at identifying the Spanish words for numbers and colors. Which of the following is the least effective way for the Spanish teacher to determine proficiency? A. Paper/pencil quiz B. Choral response C. Pair-share D. Individual verbal response by each student While it is a very popular technique at the beginning of learning a second language because it decreases anxiety and encourages students to vocalize, it is least effective in determining individual student mastery of the language.

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#WHENYOUPASS A science teacher wants to create a learning experience for his students that will be memorable and relevant to their world. The environmental unit is called “Chocolate Chip Cookie Mining”. The objective is to teach students that mining for minerals destroys land. Which of the following activities would be an appropriate method for assessing student understanding of land loss vs. mineral acquisition? A. Using a data chart, the students weigh and record the before and after results of the cookie mining, including starting cookie weight as well as the weight of the cookie remains and of the mined chocolate chips. B. Student's pair-share results of their individual cookie mining experience. C. Students analyze the results of the data chart and write a summary of their findings as they relate to land loss vs. mineral acquisition. D. The teacher surveys the class for data results from each student. He develops a class data chart, averages the results, and provides a summary of the class findings they relate to land loss vs. mineral acquisition.

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#WHENYOUPASS A science teacher wants to create a learning experience for his students that will be memorable and relevant to their world. The environmental unit is called “Chocolate Chip Cookie Mining”. The objective is to teach students that mining for minerals destroys land. Which of the following activities would be an appropriate method for assessing student understanding of land loss vs. mineral acquisition? A. Using a data chart, the students weigh and record the before and after results of the cookie mining, including starting cookie weight as well as the weight of the cookie remains and of the mined chocolate chips. B. Student's pair-share results of their individual cookie mining experience. C. Students analyze the results of the data chart and write a summary of their findings as they relate to land loss vs. mineral acquisition. D. The teacher surveys the class for data results from each student. He develops a class data chart, averages the results, and provides a summary of the class findings they relate to land loss vs. mineral acquisition. This provides an opportunity for the teacher to assess each individual student’s ability to record, analyze, and report their findings from their data charts, as well as demonstrate understanding of the concept of land loss vs. mineral acquisition.

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#WHENYOUPASS There are many ways to continuously monitor and self-assess instructional effectiveness. Which of the following is not considered effective? A. After administering a test, conduct an item analysis to determine which questions students missed the most. If one class has several items with an incorrect answer rate but all the other classes do not, no adjustments in instruction and assessment need be made. B. After administering a test, conduct an item analysis to determine which questions students missed the most. If all classes have several items with an incorrect answer rate, adjust the instruction in all classes and reassess for the specific content students appeared not to have mastered. C. After administering a test, conduct an item analysis to determine which questions students missed the most. If a few classes have several items with an incorrect answer rate, adjust the instruction in those classes and reassess for the specific content students appeared not to have mastered. D. After administering a test, conduct an item analysis to determine which questions students missed the most. If only a few students in each class had a high incorrect answer rate, individually conference with those students and ensure they have mastered the content.

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#WHENYOUPASS There are many ways to continuously monitor and self-assess instructional effectiveness. Which of the following is not considered effective? A. After administering a test, conduct an item analysis to determine which questions students missed the most. If one class has several items with an incorrect answer rate but all the other classes do not, no adjustments in instruction and assessment need be made. B. After administering a test, conduct an item analysis to determine which questions students missed the most. If all classes have several items with an incorrect answer rate, adjust the instruction in all classes and reassess for the specific content students appeared not to have mastered. C. After administering a test, conduct an item analysis to determine which questions students missed the most. If a few classes have several items with an incorrect answer rate, adjust the instruction in those classes and reassess for the specific content students appeared not to have mastered. D. After administering a test, conduct an item analysis to determine which questions students missed the most. If only a few students in each class had a high incorrect answer rate, individually conference with those students and ensure they have mastered the content. All other responses indicated that the teacher addressed the needs of any student or entire classes who had a high incorrect answer rate by re-teaching and reassessing. *

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After conducting a district semester exam in his World History class, Mr. Keller discovered that he had the following averages across all of his 8 th grade classes: A. Taking into consideration the test taking skills needed in a paper/pencil assessment, he may not have prepared his students well enough for this experience as most of his classroom assessments involved presentations and projects. B. The semester grade, which is composed of individual assessments involving presentations and projects, may present an inflated assessment of the student’s mastery of the curriculum content. C. The teacher should have provided classroom assessments that would be replicated in their exact form on the semester exam. D. The instruction and assessment experiences in the classroom for the semester did not match up to the content on the district designed semester exam. Semester Grades before Semester Exam A=80% B=15% C=3% D=2% F=0% Semester Exam Grades A=15% B=10% C=30% D=35% F=10% Based on these results, which of the following is not a logical conclusion that Mr. Keller should make about his mid-term exam in relation to the grades students achieved with the semester course work?

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After conducting a district semester exam in his World History class, Mr. Keller discovered that he had the following averages across all of his 8 th grade classes: A. Taking into consideration the test taking skills needed in a paper/pencil assessment, he may not have prepared his students well enough for this experience as most of his classroom assessments involved presentations and projects. B. The semester grade, which is composed of individual assessments involving presentations and projects, may present an inflated assessment of the student’s mastery of the curriculum content. C. The teacher should have provided classroom assessments that would be replicated in their exact form on the semester exam. D. The instruction and assessment experiences in the classroom for the semester did not match up to the content on the district designed semester exam. Semester Grades before Semester Exam A=80% B=15% C=3% D=2% F=0% Semester Exam Grades A=15% B=10% C=30% D=35% F=10% Based on these results, which of the following is not a logical conclusion that Mr. Keller should make about his mid-term exam in relation to the grades students achieved with the semester course work? This answer speaks to teaching to the test. However, test taking skills, matching instruction with assessment with the district curriculum, and ensuring that grades are not inflated with presentations and projects that have non-specific rubrics that may inflate grades is essential in making sure semester grades are aligned with semester exam results.

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In the graph provided for Mr. Keller’s World History class, he discovered that his students did not perform as well on the district designed end-of-semester paper/pencil exam. He knows this is the case because he compared the percentage in each grade range earned for course work vs. grades earned on the end- of-course exam. Looking at the data in the chart, what conclusion should he NOT make? A. The percent of students earning As in the course work is out of proportion to those who were able to earn As on the exam. B. 45% of his class performed below average on the semester exam, yet only 2% performed below average in the course work. C. 95% of his students earned As and Bs for course work, but only 25% performed at this level for the semester exam. D. The course work is more reflective of his students’ mastery of the district curriculum than their scores on the district semester exam. Semester Grades before Semester Exam A=80% B=15% C=3% D=2% F=0% Semester Exam Grades A=15% B=10% C=30% D=35% F=10%

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In the graph provided for Mr. Keller’s World History class, he discovered that his students did not perform as well on the district designed end-of-semester paper/pencil exam. He knows this is the case because he compared the percentage in each grade range earned for course work vs. grades earned on the end- of-course exam. Looking at the data in the chart, what conclusion should he NOT make? A. The percent of students earning As in the course work is out of proportion to those who were able to earn A’s on the exam. B. 45% of his class performed below average on the semester exam, yet only 2% performed below average in the course work. C. 95% of his students earned As and Bs for course work, but only 25% performed at this level for the semester exam. D. The course work is more reflective of his students’ mastery of the district curriculum than their scores on the district semester exam. Semester Grades before Semester Exam A=80% B=15% C=3% D=2% F=0% Semester Exam Grades A=15% B=10% C=30% D=35% F=10% Mr. Keller should ensure that the district curriculum and forms of assessments are implemented in his class and that students are taught how to perform on paper/pencil exams. The score discrepancies observed in the chart are a signal that closer alignment with the district curriculum and recommended assessment methods should be implemented.

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#WHENYOUPASS When Mr. Keller discovered that he had a discrepancy in the breakdown of percentages in each category of grades for class work vs. the district semester exam, which of the following would best help him determine where the learning gaps were for his students? A. He should poll the students and ask them which questions on the semester exam were difficult for them. B. He should look at his rubrics for the in-class assignments to determine if they were aligned with the district curriculum. C. He should do an item analysis on the semester exam results to determine which questions the students missed. D. He should conduct a paper/pencil exam for the next unit and identify student performance weaknesses when using this method of assessment. Semester Grades before Semester Exam A=80% B=15% C=3% D=2% F=0% Semester Exam Grades A=15% B=10% C=30% D=35% F=10%

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When Mr. Keller discovered that he had a discrepancy in the breakdown of percentages in each category of grades for class work vs. the district semester exam, which of the following would best help him determine where the learning gaps were for his students? A. He should poll the students and ask them which questions on the semester exam were difficult for them. B. He should look at his rubrics for the in-class assignments to determine if they were aligned with the district curriculum. C. He should do an item analysis on the semester exam results to determine which questions the students missed. D. He should conduct a paper/pencil exam for the next unit and identify student performance weaknesses when using this method of assessment. Semester Grades before Semester Exam A=80% B=15% C=3% D=2% F=0% Semester Exam Grades A=15% B=10% C=30% D=35% F=10% With this information, Mr. Keller can discover if he has neglected to teach particular concepts that were identified in the district curriculum. He can also discover which type(s) of questions resulted in poor student performance. **

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#WHENYOUPASS Ms. Jenkins teaches 8 th grade theater class. She is designing a lesson in which the student is expected to be able to evaluate the effectiveness of his/her own expression of thoughts and feelings using voice and diction. Which of the following examples would best provide this experience? A. Ms. Jenkins provides a short, written monologue for the student. The student watches a video tape in which a well-known actress is performing the very same monologue. The assignment is for the student to mimic the voice and diction of the actress as closely as possible. B. Ms. Jenkins provides a short, written monologue for the student. The student analyzes the script and creates a scene that expresses the feelings through voice and diction. C. Ms. Jenkins provides a short, written monologue for the student. The student analyzes the script and creates a scene that expresses the feeling through voice and diction. The scene is videotaped in order for the student to view and make adjustments. D. Ms. Jenkins provides a short, written monologue for the student. After viewing a videotape of a professional actress performing the same monologue, the student evaluates the actress’ performance for her use of voice and diction.

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#WHENYOUPASS Ms. Jenkins teaches 8 th grade theater class. She is designing a lesson in which the student is expected to be able to evaluate the effectiveness of his/her own expression of thoughts and feelings using voice and diction. Which of the following examples would best provide this experience? A. Ms. Jenkins provides a short, written monologue for the student. The student watches a video tape in which a well-known actress is performing the very same monologue. The assignment is for the student to mimic the voice and diction of the actress as closely as possible. B. Ms. Jenkins provides a short, written monologue for the student. The student analyzes the script and creates a scene that expresses the feelings through voice and diction. C. Ms. Jenkins provides a short, written monologue for the student. The student analyzes the script and creates a scene that expresses the feeling through voice and diction. The scene is videotaped in order for the student to view and make adjustments. D. Ms. Jenkins provides a short, written monologue for the student. After viewing a videotape of a professional actress performing the same monologue, the student evaluates the actress’ performance for her use of voice and diction. This is the only answer that provided an opportunity for the student to self-assess.

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#WHENYOUPASS Teachers at an elementary school have received their results for the state standardized test. They also have copies of the state standards. There is a low score in reading for the 5 th grade class. What sequence of problem-solving steps to improve scores will produce the best results? A. Look at test results by question and objective, compare results to state standard objectives and student outcomes, compare results to the district curriculum, reflect on teacher made assessments, draw conclusions about instructional areas of need, implement revised instructional plan that meets the needs of the test and standards. B. Realize that the standards and state standardized test may not be properly aligned and as the teacher, you can create innovative lessons that will help your 5 th grade class be more successful. C. Obtain a copy of the state standardized test, break it into manageable segments for student learning, coach students on questions and how to respond with correct answers, and utilize the standards to supplement additional knowledge. D. Look at state standardized test results by question and objective, compare results to state objectives and student outcomes, compare results to the district curriculum, obtain a copy of the state standardized test test, break it into manageable segments for student learning, coach students on questions and how to respond with correct answers.

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#WHENYOUPASS Teachers at an elementary school have received their results for the state standardized test. They also have copies of the state standards. There is a low score in reading for the 5 th grade class. What sequence of problem-solving steps to improve scores will produce the best results? A. Look at test results by question and objective, compare results to state standard objectives and student outcomes, compare results to the district curriculum, reflect on teacher made assessments, draw conclusions about instructional areas of need, implement revised instructional plan that meets the needs of the test and standards. B. Realize that the standards and state standardized test may not be properly aligned and as the teacher, you can create innovative lessons that will help your 5 th grade class be more successful. C. Obtain a copy of the state standardized test, break it into manageable segments for student learning, coach students on questions and how to respond with correct answers, and utilize the standards to supplement additional knowledge. D. Look at state standardized test results by question and objective, compare results to state objectives and student outcomes, compare results to the district curriculum, obtain a copy of the state standardized test test, break it into manageable segments for student learning, coach students on questions and how to respond with correct answers. All other answers either teach the test, which is professionally inappropriate, or do not honor the necessary connection between the state standardized test, state standards, and instruction.

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#WHENYOUPASS The following chart is a portion of the 2015-16 state standardized test results for a middle school. Which of the following statements cannot be made based upon the data in the chart? A. Generally speaking, the district and school have scored higher than the state exam average in all categories. B. The school represented in this chart is above the district exam average in mathematics and science. C. The average exam results of all subjects is considerably lower for the district than the school. D. Across all categories; state, district, and school… the writing scores were the lowest.

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#WHENYOUPASS The following chart is a portion of the 2015-16 state standardized test results for a middle school. Which of the following statements cannot be made based upon the data in the chart? A. Generally speaking, the district and school have scored higher than the state exam average in all categories. B. The school represented in this chart is above the district exam average in mathematics and science. C. The average exam results of all subjects is considerably lower for the district than the school. D. Across all categories; state, district, and school… the writing scores were the lowest. The “all subjects” category for the state is 75%, district is 83%, and school is 82%. **

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#WHENYOUPASS A second-grade teacher wants her students to portray characters from a recent story they have read and demonstrate that they remember the story plot and dialogue. Which assessment activity would be most appropriate for a second-grade experience in acting? A. Teacher checks for character voice, evidence of recollection of dialogue in the story, mannerisms that match the personality of the story character, and suggestive costuming. B. Teacher provides a copy of a portion of the story to the student and the student reads expressively while wearing suggestive costuming that reflects the character. C. Student makes up a new character to introduce to the storyline. The student presents the new character to the class and explains how the character will enhance the story. D. Students form groups and make up an alternative ending to the story

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#WHENYOUPASS A second-grade teacher wants her students to portray characters from a recent story they have read and demonstrate that they remember the story plot and dialogue. Which assessment activity would be most appropriate for a second-grade experience in acting? A. Teacher checks for character voice, evidence of recollection of dialogue in the story, mannerisms that match the personality of the story character, and suggestive costuming. B. Teacher provides a copy of a portion of the story to the student and the student reads expressively while wearing suggestive costuming that reflects the character. C. Student makes up a new character to introduce to the storyline. The student presents the new character to the class and explains how the character will enhance the story. D. Students form groups and make up an alternative ending to the story It’s all about engagement, active-involvement and creating the best earning environment. Choice A embodies the highest levels and is best for acting out the story.

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#WHENYOUPASS It is time for the 6 th grade social studies class to learn about the factors of production in a society’s economy. Which of the following would represent an assessment experience that includes content reflecting high-quality work? A. On a worksheet, students identify ways in which the factors of production influence the economy of the US society. B. A rubric has been provided for a role play activity in which students perform US characters in a society that influences economic production. C. Students view a video depicting child labor from early American history. D. Student's role play a variety of American characters who impacted our economic history.

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#WHENYOUPASS It is time for the 6 th grade social studies class to learn about the factors of production in a society’s economy. Which of the following would represent an assessment experience that includes content reflecting high-quality work? A. On a worksheet, students identify ways in which the factors of production influence the economy of the US society. B. A rubric has been provided for a role play activity in which students perform US characters in a society that influences economic production. C. Students view a video depicting child labor from early American history. D. Student's role play a variety of American characters who impacted our economic history. All other choices do not involve an assessment experience that provides an interactive experience.

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#WHENYOUPASS A raw score that has been mathematically transformed is called… A. an original score B. a non-computed score C. a scaled score D. a recorded score

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#WHENYOUPASS A raw score that has been mathematically transformed is called… A. an original score B. a non-computed score C. a scaled score D. a recorded score The raw score is the correct number of items a student obtains on a test. The scaled score is a mathematically transformed raw score.

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#WHENYOUPASS

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