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Mid-Module ASSeSSMent tASk
A Mid-Module Assessment Task is provided for each module, with the exception of the
very short modules. These tasks are specifically tailored to address approximately the first
half of the learning objectives for which the module is designed. Careful articulation in a
rubric provides guidance in understanding common preconceptions or misconceptions of
students for discrete portions of knowledge or skill on their way to proficiency for each
standard and preparation for standardized assessments. Typically, these tasks are one class
period in length, and students complete them independently. The problems should be new
to the students and are not preceded by analogous problems. Teachers may use these tasks
either formatively or summatively.
end-of-Module ASSeSSMent tASk
A summative End-of-Module Assessment Task is also administered for each module.
These tasks are specifically designed based on the standards addressed in order to gauge
students’ full range of understanding of the module as a whole and to prepare them for
standardized assessments. Some items test understanding of specific standards, while others
are synthesis items that assess either understanding of the broader concept addressed in the
module or the ability to solve problems by combining knowledge, skills, and understanding.
Like the mid-module assessment tasks, these tasks are generally one class period in length
and independently completed by the student without assistance. They also should be new to
the students and not preceded by analogous problems.
rigor in the ASSeSSMentS
Each assessment encourages students to demonstrate procedural skill and conceptual
understanding. Application problems, including multi-step word problems, are always part of
the assessments. Constructed response questions typically involve complex tasks that require
students to explain their processes for solving a problem. For these problems, answers alone
are insufficient. Students must also be able to thoroughly explain their thought processes.
Possible student work may include models, equations, and paragraphs. In any case, the
rubrics for these items include elements on judging the thoroughness and correctness of
the student’s explanation.