Marin Haffey

EN301
Pencil/Paper Assessment Sample Critique
Choosing the assessment to use for this project was easy for me. I just recently took this
exam and when I saw it I automatically knew things needed to be changed. This is a math quiz
geared towards 4th grade. The assessment is about finding area and perimeter of different shapes.
The standards that would fit with this assessment are as follows:
M.UN.04.01 Measure using common tools and select appropriate units of measure.
M.PS.04.02 Give answers to a reasonable degree of precision in the context of a given problem.
M.TE.04.04 Measure surface area of cubes and rectangular prisms by covering and counting
area of the faces. M.TE.04.06 Know and understand the formulas for perimeter and area of a
square and a rectangle; calculate the perimeters and areas of these shapes and combinations of
these shapes using the formulas. M.TE.04.07 Find one dimension of a rectangle given the other
dimension and its perimeter or area. M.TE.04.08 Find the side of a square given its perimeter or
area. M.PS.04.09 Solve contextual problems about perimeter and area of squares and rectangles
in compound shapes. M.TE.04.10 Identify right angles and compare angles to right angles.
M.PS.04.11 Solve contextual problems about surface area. G.GS.04.01 Identify and draw
perpendicular, parallel, and intersecting lines using a ruler and a tool or object with a square (90)
corner. G.GS.04.02 Identify basic geometric shapes including isosceles, equilateral, and right
triangles, and use their proper ties to solve problems. G.TR.04.04 Recognize plane gures that
have line symmetry. G.TR.04.05 Recognize rigid motion transformations (ips, slides, turns) of a
two-dimensional object.
I would set up the assessment preparing students to do their best on the exam. I would not
test the students until I have made sure they are ready to be tested on the material. I would
prepare homework questions that are similar to the questions on the exam. I would also have the
students make a study sheet as we go through the unit. This sheet will include formulas that will
be necessary to remember for the exam. Personally I would have benefited from having the

instructor go through all of the formulas with the class as they are not described very clearly in
the book. I would allow the students as much time as they need to complete the test. Time should
not be an issue with testing. Students should not feel rushed to finish at all. A good closure for
the test would be to have students journal about the test. It would be a good way to review about
how they think the test went and any concerns or suggestions they may have for the next test.
Students deserve accommodations if they need them to succeed. Students should be
created equally as well. If one student needs to use a calculator, ruler, or other materials then the
rest of the class should be able to use one as well.
I am now going to go through each section in the validity checklist and explain if this
assessment follows the standards or not. The validity and reliability of this assessment made
some connections to our list we made in class. The points however did not fit the exam which
make it less reliable and valid. Assessment revisits key concepts and skills. This assessment
was over the second math book that we covered in class. Little information from the first book
was used. The midterm in the class, however, was cumulative. Directions, questions, pictures
and diagrams on the assessment are clear and unambiguous. Questions on this exam were very
confusing from the first page. Words were mixed up in questions and answers which make it
difficult to follow and would definitely throw off students. Questions 2-4 were worded
incorrectly. Review the exam changes for further detail. This also connects to assessment has
been thoroughly test piloted. If it had been reviewed then someone would have caught the
mistakes. Assessment is a manageable size and not limited as to time. Personally when I took
this exam I felt rushed for time. I had extended time and I still felt rushed. The content included
in the assessment is aligned with clear and powerfully written standard statements. I am sure
that this assessment is in line with the standards but the professor has not shared them with us.
Personally I feel that the standards should be given especially in a class where we learn how to

teach math. Standards are important to follow and are helpful before an assessment is given.
Objective scoring rubrics or criteria checklists are used that have one to one point
correspondence throughout. On this assessment there were not point values next to questions. In
other assessments in the class point values are given it is helpful to see point values and how
much certain questions are weighted.
Now for the standards that did fit with the list we composed. All of the following were shown
on the test and are simply true statements that do not require further explanation.
The assessment vocabulary is consistent with the vocabulary used in the standards and in
instruction. The format of the assessment matches the nature of the skills being assessed.
The assessment format is familiar and matches students preferred or most effective way of
demonstrating their knowledge and abilities. Assessment is given in a physically comfortable
and stress free environment when learners are ready to succeed on it. The forms of expected
responses on the assessment are clear and unambiguous. The levels of thinking complexity
required for the assessment are aligned with the levels of thinking referred to in the standards and
used in instruction. The assessment is developmentally, culturally and experientially
unbiased. The assessment is meaningful to the learners with real life contexts and authentic
audiences for assessment products. Tools and resources allowed on the assessment are
consistent with the tools/resources used in instruction and practice.
Personally I feel that this assessment was the correct type for the subject. The quiz has
questions that require work to be shown. The questions are straight forward for the answer
that is required. If multiple choice or matching questions were used it would confuse
students. The fill in the blank and show your work type questions work best for this
assessment.
For grading this assessment I would have each question be worth 2 points. If a student
got the correct answer with the correct process they would receive the 2 points. If the student
made an error in the process to get the incorrect answer they would get 1 point. If the student

got neither the process nor answer correct they would not get credit for that question. With
each question being worth 2 points and 12 total questions that is 24 points total. I would add
one more 1 point question to the exam. Write about or explain a concept we covered in class
that was not covered in the exam. This gives students a little chance to show more of what
they have learned. The following grading scale will be used based on points.
Failing 1-5 points.
D 6-11 points.
C 12-16 points.
B 17-21 points.
A 22-25 points.
This assessment connects to my philosophy in some ways. If I could give the assessment
myself I would keep the questions the same except for the grammatical errors. I would be
sure the students are ready and prepared to be assessed and they are in a comfortable
environment while being tested. If the class has trouble with a certain question I would get
rid of it. Also students who did not do well on the exam could work on it with the teacher
after class. I would work with students and talk out problems to check for understanding and
comprehension. Some students can articulate math better than writing it out. In general this
assessment fits with my philosophy.
Name:____________________________________________________________MS260
Covering and Surrounding (Fall, 2012)
Use Scrap paper or Graph paper to show work then record answers on the
exam. Good luck.
1) Suppose you built all the rectangles possible from 48 square tiles. Describe
the rectangle that would have the largest perimeter.

Dimensions:__________________________ Perimeter:____________________

2) Suppose you built all the rectangles possible from 48 square tiles. Describe
the rectangle that would have the largest smallest perimeter.

Dimensions:__________________________ Perimeter:____________________

3) Suppose you used square tiles to build all the rectangles possible with a
perimeter of 48 units. Describe the rectangle that would have the largest
area.

Dimensions:__________________________ Perimeter Area:____________________

4) Suppose you used square tiles to build all the rectangles possible with a
perimeter of 48 units. Describe the rectangle that would have the smallest
area.

Dimensions:__________________________ Perimeter Area:___________________

For 5-7, Harleigh is planning on how she will decorate her college dorm room. She
measured the room and made this rough sketch:

8ft

12 ft
9ft
5) Determine how much carpet she should buy.

6) The room and the ceiling will need one fresh coat of paint. If a gallon of
paint covers 350 square feet, how much paint does Harleigh need?

7) She also wants a wallpaper border all the way around the top of the room.
How much border will she need? (assume we do not overlap, waste, need any
3 cm
left-overs
or make any errors )
8 10 Mom asks Jessica to repaint the top of the step outside the front door with
special paint that doesnt get slippery in the rain. Below is a drawing of the top of
the step. Each centimeter represents 1 foot.
5 cm
2 cm

8) Use the drawing above to help Jessica find the area of the step.

9) Jessica needs to use masking tape around the top edge to prevent drips of
paint getting on the sides and front. How much masking tape will Jessica
use?

10)
Each quart covers 32 square feet. Jessicas mom wants her to apply
two coats of paint. How many quarts of paint should she buy?
11-12 Marshall and Keegan decide to go to the Cottage Market for Pizza. They
have the best cheese pizzas in the neighborhood. Their prices are $3.00 for a 6inch round; $8.00 for a 12-inch round; and $12 for an 18-inch round.
11)
Would the boys be better off ordering 4 6-inch pizzas or 1 18-inch
pizza for the same price?

12)
Marshall wonders if it would be better to get the Jets 8-corner pizza.
The jets pizza has two 12 squares for $14.00. Which is a better deal based
on price and the amount of pizza you get, the $12 18-inch round or the $14
squares?

13-15, Elliott likes to run. Here is the track that he likes to run on:
80 ft

40 ft

120 ft

40 ft

13)

What is the total distance around the jogging track?

14)

How much area does the jogging track enclose?

15)

If Elliott wants to jog 4 miles, how many times will he have to jog

around the track?

[Hint: 5,280 feet is 1 mile].