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PRECISION. KEY CONCEPTS INTRODUCTION & PURPOSE Describe what PRECISION means for the purpose of these modules Make an IMPRECISE ITEM MORE PRECISE.

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Presentation on theme: "PRECISION. KEY CONCEPTS INTRODUCTION & PURPOSE Describe what PRECISION means for the purpose of these modules Make an IMPRECISE ITEM MORE PRECISE."— Presentation transcript:

1 PRECISION

2 KEY CONCEPTS

3 INTRODUCTION & PURPOSE Describe what PRECISION means for the purpose of these modules Make an IMPRECISE ITEM MORE PRECISE

4 KEY CONCEPTS

5 precision when an assessment and/or item is accurate and clear KEY CONCEPTS Sources: Kansas State Department of Education, “Assessment Literacy Project;” Ohio Department of Education, “Assessment Literacy: Identifying and Developing Valid and Reliable Assessments” (2013); Relay Graduate School of Education, Designing and Evaluating Assessments (2014); and Rhode Island Department of Education, “Deeping Assessment Literacy.”

6 KEY CONCEPTS Contain accurate and clear instructions Do NOT contain typos or factual errors Formatted in a logical order Include all of the information students need to demonstrate their knowledge and skills Sources: Relay Graduate School of Education, Rules for Constructed Response Item Design (2013); Relay Graduate School of Education, Rules for Multiple Choice Item Design (2013).

7 KEY CONCEPTS Choose the one answer that best solves the problem. If one card is taken at random from a deck of playing cards, what is the probability that the card will be an ace? a. 8 percent b. 50 percent c. 25 percent d. 10 percent Source: New Jersey Department of Education. SGO 2.0—From Compliance to Quality (2014).

8 KEY CONCEPTS Choose the one answer that best solves the problem. There are 4 aces in a deck of 52 playing cards. If one card is taken at random from a deck of playing cards, what is the probability that the card will be an ace? a. 8 percent b. 50 percent c. 25 percent d. 10 percent Source: New Jersey Department of Education. SGO 2.0—From Compliance to Quality (2014).

9 KEY CONCEPTS

10 Marcus has 34 marbles. He puts an equal number of marbles into four bags. For 1a– 1d, choose Yes or No to indicate whether each number sentence could be used to find the number of marbles that Marcus puts in each bag. a. 36 x 4 = b. 36 ÷ 4 = c. 36 x = 36 d. 36 ÷ = 36 Source: Hawaii Department of Education, “Grade 3 Mathematics Sample SR Item C1 T1.”

11 KEY CONCEPTS Marcus has 34 marbles. He puts an equal number of marbles into four bags. For 1a– 1d, choose Yes or No to indicate whether each number sentence could be used to find the number of marbles. a. 36 x 4 = b. 36 ÷ 4 = c. 36 x = 36 d. 36 ÷ = 36

12 KEY CONCEPTS Marcus has 34 marbles. He puts an equal number of marbles into four bags. For 1a– 1d, choose Yes or No to indicate whether each number sentence could be used to find the number of marbles. a. 36 x 4 = b. 36 ÷ 4 = c. 36 x = 36 d. 36 ÷ = 36

13 KEY CONCEPTS Marcus has 36 marbles. He puts an equal number of marbles into each of four bags. For 1a–1d, choose Yes or No to indicate whether each number sentence could be used to find the number of marbles Marcus puts in each bag. 1a. 36 x 4 = ☐ ☐ Yes ☐ No 1b. 36 ÷ 4 = ☐ ☐ Yes ☐ No 1c. 36 x ☐ = 36 ☐ Yes ☐ No 1d. 36 ÷ ☐ = 36 ☐ Yes ☐ No

14 KEY CONCEPTS Choose the one word that completes the sentence. Football quarterbacks, who line up directly behind the offensive line, are often tackled during games _______ they do not have a good offensive line. a. even though b. although c. in spite of d. because

15 KEY CONCEPTS Choose the one word that completes the sentence. Football quarterbacks, who line up directly behind the offensive line, are often tackled during games _______ they do not have a good offensive line. a. even though b. although c. in spite of d. because

16 KEY CONCEPTS Choose the conjunction that completes the sentence. Football quarterbacks, who line up directly behind the offensive line, are often tackled during games _______ they do not have a good offensive line. a. even though b. although c. in spite of d. because

17 KEY CONCEPTS

18 CHECK FOR UNDERSTANDING

19 Describe what PRECISION means for the purpose of these modules Make an IMPRECISE ITEM MORE PRECISE

20 CHECK FOR UNDERSTANDING

21 How might you improve the accuracy and clarity of this assessment item? Find x. x 10 cn 10 cm

22 CHECK FOR UNDERSTANDING How might you improve the accuracy and clarity of this assessment item? Find x. x 10 cn 10 cm

23 CHECK FOR UNDERSTANDING How might you improve the accuracy and clarity of this assessment item? What is the value of x in cm? Show your work in the space provided. x 10 cm

24 CONCLUSION

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