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25 June 2015
EDF 4430
Professor Cain
Critical Task 3
Performance Assessment
Standards:
LAFS.1.RL.1.1: Ask and answer questions about key details in a text.
LAFS.1.RL.1.2: Retell stories, including key details, and demonstrate understanding of
their central message or lesson.
LAFS.1.RL.1.3: Describe characters, settings, and major events in a story, using key
details.
LAFS.1.RL.2.6: Identify who is telling the story at various points in a text.
Thinking Skills
Remembering
Understanding
Applying
Analyzing
Total
Percentages
26.67%
40%
26.67%
6.67%
Content
LAFS.1.RL.1.1: Ask
Describe characters,
settings, and major
events in a story, using
key details.
LAFS.1.RL.2.6:
9
60%
1
6.67%
3
20%
2
13.33%
15
100%
Name: ___________
Date: ____________
Directions: You will be given thirty minutes to complete this assessment. The assessment
is worth 100 points total. Each question is worth an equal amount of points. Follow the
directions for each section carefully as to how to answer each set of questions.
Multiple-Choice:
Directions: Questions 1-5 are multiple-choice. I will read passage one and two aloud
with the class. Then I will read the questions and answer choices aloud. Listen carefully
as I read aloud and circle the correct answer on your paper.
1) How are the two animals from the passages alike or the same?
a) They are both pets.
b) They are both parents.
c) They are both humans.
d) They are both brothers.
Standard Assessed: LAFS.1.RL.1.3 students are using key details from the stories in
order to compare how the two animals are alike.
Taxonomic Level: Analyzing Conceptual Knowledge.
2) In the story, Pat the Cat, Pat liked to sit. What is the OPPOSITE of the word
sit?
a) Rest
b) Seat
c) Stand
d) Settle
Standard Assessed: LAFS.1.RL.1.3 students are using key details from the story
in order to understand what the word sit means by using context clues. Then once
they understand what sit is they can contrast the meaning to find the answer.
Taxonomic Level: Understanding Conceptual Knowledge
3) Based on the story The Fat Cat and what we learned in class about cats, why
do you think that Pat sits a lot?
a) Pat is sad.
b) Pat is lazy.
c) Pat is not pretty.
d) Pat is not smart.
Standard Assessed: LAFS.1.RL.1.2 the students are demonstrating their
understanding of a central message from the story and applying it to the
knowledge they learned in class about cats.
Taxonomic Level: Applying Factual Knowledge.
4) Based on the story A Hike with Spike and what we learned in class about
dogs, why do you think Spike goes on a hike with his owner?
a) Spike is sad.
b) Spike is lazy.
c) Dogs do not like hikes.
d) Dogs need to go on a walk everyday.
Standard Assessed: LAFS.1.RL.1.2 the students are demonstrating their
understanding of a central message from the story and applying it to the
knowledge they learned in class about dogs.
Taxonomic Level: Applying Factual Knowledge.
Directions: For question 5 we are going to look at the following image and observe what
the cat is doing. Then I will read the question and answer choices aloud. Circle which
answer you believe is best based off of your observation of the picture.
5) What inference can you make about the cat in this picture?
Standard Assessed: LAFS.1.RL.1.1: the students are being asked a key detail from the
story that they need to remember in order to answer this question.
Taxonomic Level: Remember Factual Knowledge
7)________ Spike does not like to hike.
Standard Assessed: LAFS.1.RL.1.2 students are using key details from the story to
remember that the central message of the story is that Spike does like to hike.
Taxonomic Level: Remember Factual Knowledge
8) ________Mike rides a bike.
Standard Assessed: LAFS.1.RL.1.2 the students are able to go back into the story and
remember key details about Mike.
Taxonomic Level: Remembering Factual Knowledge
9) ________Pat is a skinny cat.
Standard Assessed: LAFS.1.RL.1.1 the students are being asked about a key detail from
the text that they have to remember in order to answer the question.
Taxonomic Level: Remember Factual Knowledge
10)________ Spike is a cat.
Standard Assessed: LAFS.1.RL.1.3 students have to remember a key detail about a
character in the story.
Taxonomic Level: Remembering Factual Knowledge
Fill-in-the-Blank:
Directions: Questions 11-15 are fill-in-the-blank. For this section I will read passage
three aloud with the class. The questions below will be based ONLY ON PASSAGE
THREE. I will read the questions aloud and you will fill in the blank using the story The
Vet.
11) In the story, The Vet, the narrator is Jens __________________.
Standard Assessed: LAFS.1.RL.2.6 This question is asking who the narrator of the story
is by asking a question about who is telling the story at certain parts of the story.
Taxonomic Level: Applying Factual Knowledge
15) Finish this sentence from the story. I like the __________________.
References
A Hike with Spike [Pinterest]. (2016). Pins [Teachers Pay Teachers]. Retrieved July
17, 2016, from, https://www.pinterest.com/pin/549157748293968251/
The Fat Cat [Pinterest]. (2014). Pins [Teachers Pay Teachers] Retrieved July 15,
2016, from https://www.pinterest.com/pin/151222499962290574/
The Vet [Pinterest]. (2016). Pins [Teachers Pay Teachers] Retrieved July 17, 2016,
from, https://www.pinterest.com/pin/549157748293968251/
Q
1
X
Q
2
X
Q
3
X
Q
4
X
Q
5
X
X
(T
)
X
(T
)
X
(F
)
X
(F
)
X
(F)
X
X
X
Feedback:
Overall I think that your questions are really great! I would
suggest that you elaborate on the directions a little bit more and
include the amount of time, and how many points each question is
worth. You did include how the students should record the answers
though, so that was great. As far as the questions themselves go, I
think that you did a really good job constructing them. I think that I
would be careful on using language such as never/not or other words
associated with negativity, in question five (ten) specifically. I think
that it works in this question, I would just be careful with it in the
future.
Matching Questions
Q
1
Q
2
Q
3
Q
4
Q
5
Q
1
X
Q
2
X
Q
3
X
Q
4
X
Q
5
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Feedback:
These multiple-choice questions were great, I love that you
include directions prior to each section. I also think that it is great that
you included an image in which the students are able to make
inferences. Questions four and five (especially four) have options that
are vary similar in length, which might trick the students. I think that
this is something to consider when making accommodations. Overall I
think that this section is follows the directions well and follows many of
the rules related to selected-response tests.