Teresa Flemming

Objectives and Multiple Choice Questions

Objective 1: (Grade 2 Grammar)
When given a list of nouns, the student will be able to identify the noun that names a person,
place, thing, or animal 100% accuracy. (1A- Remember Factual Knowledge)
Question 1: Which word is a noun that names a PERSON in the sentence below?
The worker wore boots, gloves, and a hard hat.
A.
B.
C.
D.

boots
gloves
hat
worker
Question 2: Which word is a noun that names a THING in the sentence below?
The squirrel found the nut that Jane put outside.

A.
B.
C.
D.

Jane
nut
outside
squirrel
Objective 2: (Grade 2 Grammar)
When given a sentence, the student will determine the part of speech for the underlined word or
phrase with 100% accuracy. (5A- Evaluate Factual Knowledge)
Question 3: Which part of speech is underlined in the sentence below?
Angie gave her sister a single red rose.

A.
B.
C.
D.

Noun
predicate
subject
verb

Assessment Plan:
Improving item reliability

Reliability is determined by the consistency of students scores on an assessment over time

(Bookart & Nitko, 2015)
The multiple choice items I wrote are reliable because they are all factual information. I feel
reliability can be improved by administering different versions of the assessment. Both versions
will contain the same construct, skill and knowledge. The scores from the two versions can be
correlated in order to evaluate the consistency of results across the alternative versions.
Improving item validityess (Bookhart & Nitko, 2015).
Validity is the determination of whether or not an assessment truly assesses what it is supposed to
ass
I will improve the validity of my assessment questions by matching the questions to my
objective. Furthermore, I will converse with other colleagues on my grade level to look over the
assessment and provide feedback.
Differentiation of Instruction
Differentiation is a framework or philosophy for effective teaching that involves providing
students with different avenues to learning.
I will use centers to differentiate my lessons based on students performance. I will create a task
to address each level of Blooms taxonomy related to my objective. On each level, I will have
different activities, one for lower level to average students and one for higher level thinkers.
Through these centers, I will be able to enrich and remediate my objective.
Improving student learning
Differentiated instruction is one way that student learning can be achieved. The different levels
of instruction meets the student at their level of understanding of the concept. I would also use
apps on the iPad that will review the concept that will allow extra practice. I will reassess
students progress toward meeting their goal, which can be assessed through formative
assessments. At the end of the unit, students should be able to meet the learning objective
through summative assessment.
Improving future assessments
Student responses and test designs will be the key to improving future assessments to ensure
reliability and validity. Administering common assessments throughout a grade level and
comparing questions from assessments can help with validity and reliability. There may be

specific questions missed by several students on the assessments. By reviewing these questions,
there may have been misconceptions that can be improved by collaborating with colleagues.
Also, having conversations with students can help improve future assessments.
Short Answer and Essay Question (Draft)
Short Answers
Objective 1: (Grade 2 Social Studies)
Students will understand the types of services in the government and how they serve the
community.
Short Answer 1. How do policemen help the community? (Understand Conceptual Knowledge)
Objective 2: (Grade 2 Social Studies)
Students will explain and understand the purpose and function of state, local and national
governments.
Short Answer 2. Why do governments need taxes? (Understand Conceptual Knowledge)
Short Answer 3. What are the three types of government? (Remember Conceptual Knowledge)
Essay Questions
Objective 1: (Grade 2 Social Studies)
Students will explain how historical figures help set the course that changed history.
Essay Question 1: Explain why James Oglethorpe, Tomochichi, and Mary Musgrove were
important to Georgia. (Understand Conceptual Knowledge)
Objective 2: (Grade 2 Social Studies)
Students will explain examples of travel and movement of the Cherokee and Creek Indians.
Essay Question 2: Explain why you think the Cherokee journey to Oklahoma was called the Trail
of Tears? (Understand Conceptual Knowledge)
Essay Question 3: Explain how the journeys of the Cherokee and Creek were alike? (Understand
Conceptual Knowledge)
Assessment Plan

This assessment is meant to be given at the end of a unit after students have had many
opportunities to participate in hands-on activities to better understand the concepts. The students
will participate in the reenactment of the different events. They will be given a chance to
participate in a scripted play. These short answer and essay questions will give a clear picture of
any possible misconceptions the students may have and allow for re-teaching if necessary.
Improving item reliability:
According to Nitko and Brookhart (2014), reliability is the degree to which students results
remain consistent over replications of an assessment procedure.
I will use a rubric to ensure grading is consistent. Before we score the assessments, we will sit as
a grade level and agree upon what is acceptable and what is not using the grading rubric. We will
compare class assessments to determine if there were any misconceptions with the questions. If
students missed a certain concept, we would reteach and reassess the students.
Improving item validity:
As stated in the text (Brookhart & Nitko, 2014), validity means that the assessment items
measure what they are intended to measure. I will improve the validity of my assessment
questions by matching the questions to my objective. Furthermore, I will converse with other
colleagues on my grade level to look over the assessment and provide feedback. We will make
sure we have taught content that matches the objective across the grade level, and all vocabulary
words have been taught and explained.
Differentiation of Instruction:
Differentiation is a framework or philosophy for effective teaching that involves providing
students with different avenues to learning. I will allow higher level to average students to
choose a topic within the content of the objective and do a written project. They would also
present to the class. The lower level students can create a poster of one of the historical figures.
Students could tell who the person is and what they did. I will assist these students as needed.
Improving Student Learning:
I will administer a pretest of the information that will be covered. From there I will use result to
teach my content aligned with test objectives. Results of the test items will be examined to check
for confusion or misconceptions. Although this is an end of the unit test, it can be used as a
formative assessment to help uncover if any re-teaching needs to take place followed by
additional assessment.
Improving Future Assessments:

Student responses and test designs will be the key to improving future assessments to ensure
reliability and validity. Discussing students results with other teachers will help in making sure
wording in the questions are clear. Also, having conversations with students can help improve
future assessments. There may have been a vocabulary word that was misunderstood.
Higher-Order-Thinking Questions
Grade 2 Math
Objective: Students will solve and write two-step word problems with 100% accuracy. (Evaluate
Conceptual knowledge)
HOT Problem 1: Write a two-step problem using the number sentences 8+2=10 and 10-4=6.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Grade 2: Math
Objective: Students will understand and write a repeated addition sentences to solve problems.
(Evaluate Conceptual Knowledge)
HOT Problem 2: Jaya writes a repeated number sentence. It has three numbers. The sum is 15.
What is the number sentence? Explain. (Evaluate Conceptual Knowledge)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Grade 2: Math
Objective: Students will be able to use different strategies to solve three and four two-digit
numbers. (Evaluate Conceptual Knowledge)
HOT Problem 3: 14 boys play basketball. 12 boys play soccer. 16 boys play baseball. How many
boys play basketball soccer, or baseball?
Jayden solved the problem like this: 14 + 12 + 16 = 312 boys
Tell why he is wrong. Make it right. Explain.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Assessment Plan
These assessment items can be given throughout the year as students are completing the
corresponding units, or at the end of the year as a summative assessment of the 2nd grade math
curriculum. This assessment item will also be assessed on my district (Bulloch County) Student
Learning Objectives test.
Improving item reliability:
According to Nitko and Brookhart (2014), reliability is the degree to which students results
remain consistent over replications of an assessment procedure.
In order to improve reliability of these test items, detailed rubrics or scoring guides should be
created to ensure grading consistency. Students will have an opportunity to participate in hands
on learning using manipulatives to help solve problems. Students will also have quick checks
along the way to check for understanding.
Improving item validity:
As stated in the text (Brookhart & Nitko, 2014), validity means that the assessment items
measure what they are intended to measure.
The objectives are written from the 2nd grade Georgia Excellence Math Standards using similar
vocabulary and the questions are used as essential questions throughout the teaching of the unit.
Differentiation of Instruction:
Differentiated instruction refers to instructional practices that are altered to meet the needs,
abilities, interests, and motivations of students (Nitko & Brookhart 2014).
Students with learning disabilities will have the questions read to them. Lower learning students
will be allowed to use manipulative to help solve problems. With the repeated addition problem I
will have a picture for students to relate to.
Improving Student Learning:
Results of the test items will be examined to check for confusion or misconceptions. Although
this can be used as an end of the unit test, it can be used as a formative assessment to help
uncover if any re-teaching needs to take place followed by additional assessment. I will use small

groups or flex grouping to reteach and enrich. I will also make sure there are not learning gaps
between concepts needed to solve these type of problems, such as basic facts. I will also use
assessment results to ensure strategies were taught and understood by all students.
Improving Future Assessments:
The students results of these test items will be evaluated and used to refine the test items.
Discussing students results with other teachers will help in making sure wording in the questions
are clear.

Performance Task
Grade 2 Math
The following objective comes from the 2nd grade Math Georgia Excellence Standards. These
standards are to be interwoven throughout the unit teaching of the concept standards.
Objective: Students will apply addition and subtraction concepts to solve problems. Students will
create a number line to aid in explaining mathematical concept and procedures with 100%
accuracy.
Performance Task
Carlos is saving money to buy birthday presents for his two friends. He has decided to buy two
items from this list.

Item Cost:

Book
Stuffed Animal
Craft
Truck

$8
$6
$5
$7

Part A: Question 1 (Understand Conceptual Knowledge)

If Carlos wants to buy both the book and the craft for presents, how much does he need? Write a
number sentence to solve the problem. Explain

Part B: Question 2 (Understand Conceptual Knowledge)

If Carlos saves $4 each week for three weeks, will he have enough to buy both the book and the
craft? Explain.

Part C: Question 3 (Understand Conceptual Knowledge and Procedural Knowledge)

Suppose Carlos saves the money from Part B, and then he decides to buy a truck instead. Use a
number line to illustrate this purchase. Place a square around the amount that is left after buying
the truck.
Assessment Plan
These assessment items can be given throughout the year as students are completing the
corresponding units, or at the end of the year as a summative assessment of the 2nd grade math
curriculum. This assessment item will also be assessed on my district (Bulloch County) Student
Learning Objectives test.
Improving item reliability:
According to Nitko and Brookhart (2014), reliability is the degree to which students results
remain consistent over replications of an assessment procedure.
In order to improve reliability of these test items, detailed rubrics, rating scales, or scoring guides
should be created to ensure grading consistency. Students will have an opportunity to participate
in hands on learning using manipulatives to help solve problems. Students will also have quick
checks along the way to check for understanding. Address any misconceptions during the unit.
Make sure students are understanding what they are being asked to do.
Improving item validity:
As stated in the text (Brookhart & Nitko, 2014), validity means that the assessment items
measure what they are intended to measure.
The objectives are written from the 2nd grade Georgia Excellence Math Standards using similar
vocabulary and the questions are used as essential questions throughout the teaching of the unit. I
will make sure students understand the problem, rather than search for tricks and/or guess at the
operation needed to solve the problem.
Differentiation of Instruction:
Differentiated instruction refers to instructional practices that are altered to meet the needs,
abilities, interests, and motivations of students (Nitko & Brookhart 2014).

Students with learning disabilities will have the questions read to them. Lower learning students
will be allowed to use manipulative to help solve problems. Students with disability will be
asked to perform fewer tasks with the aid of the teachers. Lower-average level students will have
a number line to help them perform the third task. Higher level students will have to draw out
their number line.
Improving Student Learning:
Results of the test items will be examined to check for confusion or misconceptions. Although
this can be used as an end of the unit test, it can be used as a formative assessment to help
uncover if any re-teaching needs to take place followed by additional assessment. I will use small
groups or flex grouping to reteach and enrich. I will also make sure there are not learning gaps
between concepts needed to solve these type of problems, such as basic facts. I will also use
assessment results to ensure strategies were taught and understood by all students.
Improving Future Assessments:
The students results of these test items will be evaluated and used to refine the test items.
Discussing students results with other teachers will help in making sure wording in the questions
are clear. Exchange assessments with other teachers, and provide a checklist for judging the
quality of the performance task. I would also use the results to create one on-demand
performance task using paper and pencil and one on-demand performance task not using paper
and pencil.