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Highlighters may be provided, and NO calculator is allowed.",{"name":70,"@type":61,"acceptedAnswer":71},"How should teachers score and respond to student results?",{"text":72,"@type":64},"Teachers use the answer key to score responses and look for patterns of errors. 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This pre-assessment provides instructors with a view of students’ content knowledge and ability to apply this knowledge in the test setting.  \n● This is a CLASSROOM assessment with the purpose of gathering information to gauge student strengths and weaknesses based on content, perception and analyzing processes. The goal of this lesson is to inform instruction and is not considered a District Benchmark Assessment.  \nGoal  \n● To identify items that present the greatest challenge for each student and the class as a whole  \nObjective  \n● Students will complete the Pre-Assessment of Type I Questions that represents the 5 CCSS domains and various styles of questions.  \nMaterials  \n● Pre-Assessment of Type I Questions-Attached  \n● Pre-Assessment Student Profile  \n● Class Folder Labeled: Lesson 2: Pre-Assessment of Type I Questions. (At the end of the lesson, place the class papers in the folder. If students used graph paper, please have students attach the graph paper to their pre-assessments.)  \nProcedures for the Pre-assessment of Type I Questions  \n● Be sure all students have a pencil, graph paper, and a pre-assessment. Highlighters can be provided. NO Calculator  \n● Place tests face-down on desks.  \n● Remind the students oftest-taking posture and etiquette, such as sitting up straight and using EVERY available second.  \nLesson 2: Pre-Assessment of Type I Questions Page 1  \n© 2023 Inspired Instruction, LLC. All Rights Reserved.  \n● Provide a reasonable amount of time in which most students can complete the task.  \n● If a student is spending too much time on any given item, encourage him or her to complete the items with which he or she is confident and then return to the items that are less familiar later.  \n● At the conclusion, ask for student feedback and reactions to taking the pre-assessment.  \nTeacher & Teachers’ Aide Observations During the Pre-Assessment  \nBe sure to circulate the classroom and monitor students while they are completing the pre-assessment.  \n● Which students are using their time wisely?  \n● Which students seem alert with good posture and energy?  \n● Which students are skipping items and need to be reminded to complete the skipped item?  \n● Which students skipped an item but completed the item at a later time?  \n● Which students are spending too much time on one particular item?  \n● Which students seem to be making small mathematical errors that could easily be fixed with a mini-lesson?  \nAssessment or Check for Understanding  \n● Use the answer key to score the students responses. Look for patterns of errors.  \nFollow-Up  \n● In order to initiate students’understanding of any type of mathematics item, whenever students are presented with an item, ask them to identify what kind of question it represents represents (Operations and Algebraic Thinking, Number and Operations in Base Ten, Number and Operations – Fractions, Measurement and Data, or Geometry) .  \n● In order to initiate students’understanding of any type of mathematics item, whenever students are presented with an item, ask them to identify what style of question it represents (selected response items-select all that apply, category sort, menu choices, and constructed-response items-create the answer) .  \nLesson 2: Pre-Assessment of Type I Questions Page 2  \n© 2023 Inspired Instruction, LLC. All Rights Reserved.  \nPre-Assessment of Type I Questions Student Profile  \nGoal  \n● As the data is entered on the chart, teachers and students will be able to view student and class strengths and weaknesses. The Pre-assessment Student Profile provides a visual “snapshot” of students’ initial performance as it pertains to strategies that foster and support student success ","cbCaigWiIp1PgrQ9","https://ap.wps.com/l/cbCaigWiIp1PgrQ9","pdf",421827,"English","# Rationale\n## Goal\n## Objective\n# Materials\n# Procedures for the Pre-assessment of Type I Questions\n# Teacher & Teachers’ Aide Observations During the Pre-Assessment\n# Assessment or Check for Understanding\n# Follow-Up\n# Pre-Assessment of Type I Questions Student Profile\n## Procedures\n## Key Terms Briefly Explained","[{\"question\":\"What is the purpose of the Type I pre-assessment in this lesson?\",\"answer\":\"It gathers information to gauge student strengths and weaknesses based on content, perception, and analyzing processes, and it is used to inform instruction rather than serve as a district benchmark assessment.\"},{\"question\":\"What materials and rules are required for students during the pre-assessment?\",\"answer\":\"Students need a pencil, graph paper, and the pre-assessment. Highlighters may be provided, and NO calculator is allowed.\"},{\"question\":\"How should teachers score and respond to student results?\",\"answer\":\"Teachers use the answer key to score responses and look for patterns of errors. Then, during follow-up, students are asked to identify both the question type (by CCSS domain) and the question style (such as selected response, category sort, menu choices, or constructed response).\"},{\"question\":\"What does the student profile track using plus (+) and minus (-) signs?\",\"answer\":\"It supports a visual snapshot of initial performance by marking indicators for time, approach, skill patterns, content gaps, skipping, plugging, and optional comments such as frustration or low energy.\"}]","NJSLA Grade 5 Mathematics - Lesson 2 - Pre-Assessment of Type I Questions | PDF",1790804930,25]