Create an ORIGINAL math assessment consisting of 25 original (not copied, downloaded, taken from your district’s assessments, etc.) math questions. Your assessment will consist of 12 enhanced multiple-choice items, 8 constructed response items, and 5 performance items. See

Appendix B

for complete details.  You are to use the same Mississippi Mathematics competency 5.MD.5 that you’ve used for other assignments in this course.

Appendix B

19

Math Assessment Instructions

Your math assessment will address standard 5.MD.5 of the 2016 Mississippi College- and

Career-Readiness Standards for Mathematics, which states:
Relate volume to the operations of multiplication and addition and solve real world and

mathematical problems involving volume.

a. Find the volume of a right rectangular prism with whole-number side lengths by
packing it with unit cubes, and show that the volume is the same as would be found

by multiplying the edge lengths, equivalently by multiplying the height by the area

of the base. Represent threefold whole-number products as volumes, e.g., to

represent the associative property of multiplication.

b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find
volumes of right rectangular prisms with whole-number edge lengths in the context

of solving real-world and mathematical problems.

c. Recognize volume as additive. Find volumes of solid figures composed of two non-
overlapping right rectangular prisms by adding the volumes of the non-overlapping

parts, applying this technique to solve real-world problems.

Multiple-Choice Items (12 questions)

 Purpose: Assess CCRS math standards and incorporate both math standards and
math practices in real-world applications.

 Math multiple-choice questions assess procedural and conceptual standards.

 All questions require the integration of multiple skills and concepts.

 Answer choices – all distractors will be based on plausible missteps.

 Questions will vary in format with a minimum of 4 different formats being used.
See Unit 2B lecture for examples of different possible formats.

Constructed Response Items (8 questions)

 Students show their work in completing two or more tasks or one more extensive
problem.

 Students demonstrate their understanding of:
 Math procedures
 Conceptual understanding
 Application.

 All questions original to the student (no cut and paste)

 Questions will vary in format with a minimum of 3 different formats being used.
See Unit 2B lecture for examples of different possible formats.

Performance Items (5 questions)

 Each question item is constructed in multiple parts.

 For one problem, students must use their results from one part to complete the
next part for at least one of these questions. Remaining questions may have each

part of the problem independent of the results of the other parts.

 All parts of each question must be related to the same conceptual content but can
require multiple problem-solving skills.

 Include instructions for how the performance items are to be scored (point values
for each part of each question with total points indicated for each complete item).

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Math Assessment Grading Rubric (WATERMARK ASSIGNMENT)

Criterion Advanced – 4 Proficient – 3 Basic – 2 Minimal – 1

Multiple-Choice

Questions –

number of

questions

More than 12 multiple

choice questions; more

than 4 different formats

appropriately used (6 pts)

12 multiple choice

questions;4 different

formats appropriately used

(5.1 pts)

10 – 11 multiple choice

questions; 3 appropriately

used formats or 4

minimally appropriate

formats (4.2 pts)

fewer than 10 multiple

choice questions;

insufficient or

inappropriately used

formats (3.3 pts)

Multiple-Choice
Questions –

content of

questions

As a whole, the questions

adequately deeply assess

the content of the objective

at the targeted instructional

level; includes integration

of multiple skills and

concepts (16 pts)

All questions adequately

assess the content of the

objective at the targeted

instructional level; includes

integration of multiple

skills and concepts

(13.6 pts)

Between half and most

questions adequately assess

the content of the objective
at the targeted instructional
level; includes integration

of multiple skills or

concepts (11.2 pts)

Fewer than half of the

questions adequately assess
the content of the objective
at the targeted instructional

level; includes a few skills

or concepts (8.8 pts)

Multiple-Choice
Questions –

quality of

distractors

All distractors represent

logical errors students can

be expected to make;

distractors are ordered

logically.

(12 pts)

All distractors represent
logical errors students can

be expected to make

(10.2 pts)

Most distractors represent

common student errors but

several are unrelated to

common cognitive errors.

(8.4 pts)

Distractors bear little to no

connection with common

student errors.

(6.6 pts)

Multiple-Choice
Questions –

Originality

All 12+ questions are

completely original to the

author (8 pts)

All 12 questions are

completely original to the

author (6.8 pts)

Most questions are original

to the author but some are

copied from an outside

source. (5.6 pts)

Few questions are original

to the author and many are

copied from an outside

source. (4.4 pts)

Multiple-Choice
Questions –

concept focus

Question focus is a mix of

procedure and concept

standards with an emphasis

on concept. (12 pts)

Question focus is an equal

mix of procedural and

conceptual standards

(10.2 pts)
Question focus is a mix of

procedure and concept with

an emphasis on procedure

(8.4 pts)

Questions focus

predominantly on

procedural standards

(6.6 pts)

Constructed

Response

Questions –
number of

questions

More than 8 constructed

response questions; more

than 3 different formats

appropriately used (6 pts)

8 constructed response

questions;3 different

formats appropriately used

(5.1 pts)

6 -7 constructed response

questions; 2 appropriately

used formats or 3

minimally appropriate
formats (4.2 pts)

fewer than 6 constructed

response questions;

insufficient or
inappropriately used

formats (3.3 pts)

Constructed
Response

Questions –

content of
questions
As a whole, the questions
adequately deeply assess
the content of the objective
at the targeted instructional

level (16 pts)

All questions adequately
assess the content of the
objective at the targeted

instructional level

(13.6 pts)
Between half and most
questions adequately assess
the content of the objective
at the targeted instructional

level (11.2 pts)

Fewer than half of the
questions adequately assess
the content of the objective
at the targeted instructional

level (8.8 pts)

Constructed
Response
Questions –

Originality

All 8+ questions are

completely original to the
author (8 pts)

All 8 questions are

completely original to the
author (6.8 pts)
Most questions are original
to the author but some are
copied from an outside
source. (5.6 pts)
Few questions are original
to the author and many are
copied from an outside
source. (4.4 pts)
Constructed
Response
Questions –
concept focus

Taken as a whole, section

includes integration of

procedures, conceptual

understanding and

application of concepts

within several problems

(12 pts)

Taken as a whole, section

includes procedures,

conceptual understanding

and application of concepts

(10.2 pts)

Taken as a whole, section
includes procedures,
conceptual understanding

OR application of concepts

(2 out of 3) (8.4 pts)

Taken as a whole, section

includes few procedures,

conceptual understanding
and application of concepts

(6.6 pts)