Please complete the Assessment Critique for the Summative Unit Assessments you’ve created

to meet a High Achievement Unit Outcome. You should have at least three types of
assessments so you would be completing three of these Assessment Critiques.

Assessment Critique
1. Indicate if you see any problems with the following:
a. Are there clear instructions about what students are to do? yes
b. Has an answer key or rubric been provided for each and are they easy to use?yes
c. Are the criteria stated clearly and easy to apply? yes

2. What type of assessment is this? SR = Selected Response, WR = Written Response, PD =

Product, PF = Performance, PC = Personal Communication (could be a combination)

3. Is it an appropriate type of assessment for this outcome? (circle) YES NO Explain:

Most of the skills listed in the outcomes can be assessed in several different ways.
Many skills are formative to much more difficult skills or are applied to be able to
answer more complicated skills

4. Does the assessment align with the outcome and components/learning targets? yes
a. Are there any items in the outcome or components/learning targets that are not
included in the assessment? If so, which ones?
1.1.3 Identify and compute “x” and “y” intercept.
1.1.4 Create ordered pair tables for linear and nonlinear functions to graph
1.1.5 Compute distance between coordinate points.
1.1.6 Compute midpoint between coordinate points.
1.2.1 Explain if the correspondence of the domain and range of a function
1.2.2 Create a table of the range of a function
1.2.4 Classify graphs as functions or non-functions
1.2.5 Describe domain from graphs
1.2.6 Analyze domain from functions
1.4.1 Create linear equations from slope and y-intercepts
1.4.2 Create linear equations form 2 points
1.4.3 Change linear equations to create perpendicular equations
1.4.4 Change linear equations to create parallel equations
1.1.5 Compute distance between coordinate points.
1.1.6 Compute midpoint between coordinate points.
1.1.7 Graph circles.
1.1.8 Apply distance and midpoint to synthesize equations of circles.
1.3.3 Create graphs using a formula.
1.4.5 Construct linear and nonlinear equations based on real life situations

TAKEN FROM PATHWAYS TO SCHOOL IMPROVEMENT (2009), CLI INSTITUTE, EMPORIA, KS

 b. Are there any items in the assessment that are not in the outcome or
components/learning targets? If so, which ones?
No
5. Is the vocabulary appropriate for the age of the student? (circle) YES NO

6. Are there any problems with the format? (circle) YES NO If yes, please explain.

7. Is there evidence of bias in the assessment? (circle) YES NO If yes, please explain:

8. Is the answer key/rubric satisfactory? (circle) YES NO If no, please explain:

9. Are the criteria for how well students must do easy to understand and apply?
(circle) YES NO if no, please explain:

TAKEN FROM PATHWAYS TO SCHOOL IMPROVEMENT (2009), CLI INSTITUTE, EMPORIA, KS