BRAND NEW for 2016!
This is a comprehensive assessment set that covers ALL of the Common Core objectives for 6th grade math. Each 30 question multiple-choice test requires work be shown as evidence of comprehension. Space is provided next to each question and the Common Core strands being assessed are clearly identified above the questions.
I have been constantly reworking and tweaking this assessment for the past several years and have piloted it with hundreds of actual sixth grade students. The result of this work is an assessment that is unmatched in quality, accuracy and ability to provide feedback.
What’s in this SLO edition?
Student learning objectives (SLOs) are being more commonly used as part of teachers’ evaluations, so it is important to have a way of accurately tracking student performance. It is even more important for the teacher to have a tool that allows for easy identification of comprehension concerns while allowing ample time to address those concerns. This set of assessments can do precisely that! I personally use this assessment set and include it in the SLO component of my own teacher evaluation.
To demonstrate growth throughout the school year the document is broken up into 3 different attempts of the same questions. Ideally, the first attempt is given at the beginning of the year to establish a performance baseline for each student. Then in the middle of the year the second attempt is used to identify the amount of growth towards mastery. The third attempt works great as a math final to assess where each student is on a continuum, from beginning to advanced, for each objective. The specialized rubric I created for this edition makes it very easy to track and monitor progress, identifying specific areas of strength and weakness for each objective. The yearly progress meter at the end shows an overall snapshot of the progress obtained. These rubrics are very user intuitive to use and especially easy to read for students, making them powerful feedback tools.
Note: Given the importance of maintaining accuracy in the assessment attempt comparisons, it was important that the questions remain consistent. After years of piloting different approaches, I decided that keeping identical questions for each attempt was the only sure way to ensure consistency in results when measuring for comprehension. With such a long span of time between assessments and students not being able to review questions missed, there was no real concern in using the same questions. In fact, this eliminated another variable for potential inconsistencies in performance, making the data from all three attempts much more comparable.
Download this great year-long resource today! It will help you focus your instruction and help your students understand what they still need to learn.
Want a version you can edit? For just a few more dollars, purchase the Word edition to add your own questions, rearrange the order of question, change answer options or anything else you see fit. Fully editable and customizable to your taste! See link below to upgrade to the ultimate assessment edition.
NEW 2016 FEATURES: (See the preview document for details)
Multiple versions of the answer key for faster grading! Arranged by page number or numerically, multiple-choice answers are displayed for quick reference grading. Additionally an answer key with all of the required work is included.
Completely redesigned rubric grading system to minimize grading time and maximize feedback. Grading can be done without writing a single word, letter or number! Simply circle portions of the rubric to reveal evidence of mastery for each common core topic.
Each assessment attempt has it’s own grading rubric with easy to identify strengths and weaknesses. An overall yearly performance meter is also provided to easily compare all 3 attempts on one sheet! The rubrics are intuitive to use for teachers and easy to understand for students, providing crystal clear feedback.
Each assessment attempt is color coded for easy identification and slight variations in the multiple-choice responses is included.
The multiple-choice option of “I have no idea” was only included in the first attempt as a result of student feedback. Students wanted a way of identifying that they truly didn’t understand something versus guessing randomly. On the teacher end, it provides increased accuracy in identifying what a child does not know or is struggling to comprehend coming into 6th grade. Although it does not eliminate a potential correct guess, it does give an outlet for honest responses. The teacher should mention that this response option is not to be used as an “out” for attempting questions, rather to avoid random guessing. In the event that this option is abused, the teacher should be keep in mind that the growth will be even more pronounced on the second attempt once half of the curriculum has been covered and that option is eliminated.
It should be noted that I cover the objectives in the order presented in the assessment using my self-created units. These units are available for purchase individually or as a yearlong bundle. Given the order in which I cover the content, the second attempt assessment continues to have an “I have no idea” option after the halfway point. In essence, this option is provided for any topics that I have not covered. Understandably not everyone covers content in the same order. Therefore you may tell students to ignore this multiple-choice response if they see it on attempt 2 or purchase the word editable version and remove it yourself. The third attempt does not have this option for any of the questions.