Summative Assessment Blueprint

Item Check
Blue Print of assessment and scoring system
STEP 1 STEP 2 STEP 3 STEP 4
Little evidence Evidence of Evidence of Evidence of
of reasoning some some solid
without a reasoning reasoning with reasoning with
correct without a a correct a correct
answer. correct answer or answer.
answer. evidence of
solid
Item #, reasoning with
objective and an incorrect
blooms (1 Point) answer. (4 Points)
taxonomy (2 Points)
verb. (3 Points)
1 Student is able to Student is able to Student is able to Student is able to
First column answer one to three answer four to answer eight to answer all 12 items
items correctly. seven items eleven items correctly.
correctly. correctly.
5.OA.2
WRITE

1 Student is able to Student is able to Student is able to Student is able to

Second answer one to three answer four to answer eight to answer all 12 items
column items correctly. seven items eleven items correctly.
correctly. correctly.

5.OA.1
EVALUATE

2 Student is unable to Student is able to Student is able to Student correctly

compare the correctly compare correctly compare compares all pairs
5.OA.2 expressions. at least two pairs of at least two pairs of of expressions and
expressions but is expressions and is is able to explain
INTERPRET
unable to explain able to explain reasoning for all
reasoning. reasoning on some parts of the task.
parts of the task.
3 Student is unable to Student is able to Student is able to Student is able to
recognize that a recognize value of recognize that a recognize that a
5.NBT.1 digit in one place each digit but in digit in one place digit in one place
represents 10 times relation to the digit represents 10 times represents 10 times
RECOGNIZE
as much as it to the right and/or as much as it as much as it
represents in the left. Some evidence represents in the represents in the
place to its right of thinking is visible. place to its right place to its right
and 1/10 of what it and 1/10 of what it and 1/10 of what it
represents in the represents in the represents in the
place to its left. place to its left with place to its left and
some evidence of offers solid
thinking OR Student reasoning to
is unable to identify support their
the relationship but answer.
solid reasoning is
given.
 4 Student is unable to Student is able to Student is able to Student correctly
correctly multiply 2 multiply 3 or more correctly multiply all multiplies both parts
5.NBT.7 of the 4 Parts (a), parts correctly but parts and provides of the task and
(b) (c) or (d) and makes little or no some explanation of provides a complete
MULTIPLY
makes no attempt attempt to explain the relationship explanation of the
using place to explain the the relationship between the relationship
value relationship between the products. between the
strategy between products. products. products using
words, numbers, or
pictures.
4 Student makes little Student offers some Student offers some Student offers solid
or no attempt to evidence of thinking reasoning to reasoning to support
5.NBT.2 explain the pattern to explain the support the pattern the pattern between
between products. relationship between products. products.
EXPLAIN
between products.

5 Student does not Student does not Student uses the Student uses the
use the standard use the standard standard algorithm standard algorithm
5.NBT.5 algorithm or any algorithm but uses to multiply but to correctly multiply
strategy to multiply another strategy to makes errors in the both Parts (a) and
MULTIPLY
either Part (a) or (b). multiply Part (a) partial products or (b).
(algorithm)
and/or Part (b). the final product. a. 16,962
b. 221,130
6 Student uses Student uses Student uses correct Student uses correct
incorrect reasoning partially correct reasoning but reasoning and also
5.NBT.5 and neither reasoning makes calculation calculates the total
multiplies nor adds. (multiplies but does errors. correctly as
OR
not add, or adds but $264.95.
5.NBT.7 does not multiply)
(Depending on
and makes
the method with
calculation errors.
which they
solve)
7 Student is unable to Student is unable to Student writes an Student writes an
write an appropriate write an appropriate appropriate appropriate
5.OA.2 equation according equation with equations with little equation with solid
to the prompt and evidence of some reasoning OR reasoning
WRITE
shows little to know reasoning. student is unable to
evidence of write an appropriate
reasoning. equation however
displays sold
reasoning
7 Little evidence of Evidence of some Evidence of some Evidence of solid
reasoning without a reasoning without a reasoning with a reasoning with a
5.OA.1 correct evaluation of correct evaluation of correct evaluation correct evaluation.
EVALUATE equation. equation. or evidence of solid a. 378 ft
reasoning with an b. $37.80
incorrect evaluation. c. 84 1.5
103
or
84 103
1.5
7 Little evidence of Evidence of some Evidence of some Evidence of solid
reasoning without reasoning without reasoning with reasoning with
5.NBT.1 recognition of place recognition of place recognition of place recognition of place
value system. value system. value system. or value system.
RECOGNIZE
evidence of solid
 reasoning without
recognition of place
value system.

7 Little evidence of Evidence of some Evidence of some Evidence of solid

reasoning without reasoning without reasoning with a reasoning with a
5.NBT.2 demonstrating demonstrating an correct correct
patterns within the understanding of demonstration of demonstration of
EXPLAIN
place value system. patterns in the patterns within the place value
PATTERNS place value system
place value system patterns.
or evidence of solid
reasoning with an
correct
demonstration of
place value
patterns.
7 Little evidence of Evidence of some Evidence of some Evidence of solid
reasoning without a reasoning without a reasoning with a reasoning with a
5.NBT.5 correct use of the correct use of the correct use of the correct use of the
standard algorithm standard algorithm standard algorithm standard algorithm
MULTIPLY
and/or alternative and/or alternative and/or alternative and/or alternative
5.NBT.7 strategies. Or
strategies to strategies to strategies t multiply
MULTIPLY evidence of solid
multiply multiply
reasoning with an
incorrect use of the
standard algorithm
and/or alternative
strategies to
multiply
7 Little evidence of Evidence of some Evidence of some Evidence of solid
reasoning without a reasoning without a reasoning with a reasoning with a
5.MD.1 correct conversion correct conversion correct conversion correct conversion
between between or evidence of solid between
CONVERT
measurements. measurements. reasoning with an measurements.
incorrect conversion
between
measurements.

Organization
I included a smiley face by the name intentionally to help students feel positive
and comfortable with the assessment.
The first item is arranged in a grid because it fits the nature of the question being a
3-part process where students fill in the missing portion.
The second item is set-up so that students can compare two expressions
Items 3-7 are setup in a similar fashion, with enough white space for students to
solve the problems as they see fit.
Procedure for Administration
The summative assessment will be administered class-wide during typical math
instruction. Directions will be delivered orally. Now that weve learned about
multi-digit multiplication its time to show me what you know! Try your best and
use your deepest thinking. This is about YOUR learning so you must rely on your
own brain that means your eyes must be on your own paper These directions
will also be written on the assessment.
 Students will take the assessment in their own seats
They may use pencil only
Balance balls will be accessible for those who need to fidget during the assessment
Grading Plan
See item check table and attached answer key
Data Plan
Data will be gathered and organized according to each student, their proficiency
regarding specific objectives and item numbers
From this data table I will draw facts about student achievement, assessment
structure, and individual items. These facts meaningful through the Data Analysis
Task Sequence and a comparison with instructional methods used, formative
assessments, student process grades.
The data gathered will be used to answer the following key questions:
o What assessment items did students struggle with most?
o Which objective(s) did students struggle with the most?
o What is the correlation between instruction time according to a specific
objective and student success with that objective on the assessment?
o Was the result of this assessment consistent with the predictions generated
from formative and interim assessments?
This assessment will be graded as a product grade according to the objectives
tested.