Boston Collegiate Charter School

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Common Core Assessment Audit-MATH
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Name of Assessment:
Date:

Step I: Read through the exam and complete the checklists below related to the
tests format and rigor prior to the audit.
How are
students
expected to

Tally

Tall
y

Item Type
Multiple Choice with
Single Answer
Multiple Choice with
Multiple Answers
Short Answer without
justification or
explanation
Short Answer with
justification or
explanation
Scaffolded Open
Response
Unscaffolded Open
Response
Sort, Classification, or
Organization Item

Item Characteristics
Error analysis
Use and interpret data from
charts, graphs, maps, tables
Use formulas
Draw, design, or create models
Single-Step Word Problems
Multiple-Step Word Problems
Novel/Non-routine
Routine
Forward computation
Non-forward Computation

What are
the
questions
asking

Low-level Blooms skills

Identify/Label
Find /Locate
Compare
Graph
Sequence/Ord
Convert/Transfor
er
m
Mid-level Blooms skills
Solve
Infer
Calculate/
Classify
Evaluate
Show
Interpret
High-level Blooms skills
Create a Model
Diagram
Generalize
Critique
Explain

Summarize

Describe
Define
Tabulate/List
Analyze
Distinguish
Identify Pattern
Predict
Construct/Desig
n
Justify

Procedural

Conceptual

Application

Step II: Reflect on depth and balance of the math assessment by

close attention to what students are being asked to do.
During audit: Teacher identifies and presents anchor problem(s) for close
analysis and critical feedback from peers.
Discussion topics
The assessment directly addresses at least three mathematical practices
The large majority of questions in are devoted to the major work of the grade
(Claim A)
Questions posed require students to demonstrate conceptual understanding of
key mathematical concepts
Questions explicitly assess procedural skill and fluency requirements (Claim E)
Questions posed require students to show mathematical reasoning (Claim C)
Questions posed require students to show mathematical modeling (Claim D)
Item sequences do not cue students to use certain solution process during
problem-solving
Problems require different types of solution processes throughout the
assessment
Items require a variety in what students produce
A portion of the assessment includes writing that mirrors real-world activity
Notes/Feedback

Step III: Give tangible feedback.

During audit: Both teacher and peers reflect on assessment and provide
areas of strength and areas for improvement.

Strongest component of
assessment

Suggestions for improvement