Chart 1: Interim Assessment in Literature—High School
“Planning backwards” from graduation requirement
Wiggins, Grant and McTighe, Jay. Understanding by Design, (2000)
IA 1
Diagnostic
Critical
analysis of
one or more
two of
literature
(using
Consortium
rubric) upon
admission or
from a
previous term
IA 2
IA 3
IA 4
First text
Second text
Third text
Paper: critical
analysis of work
of literature
Paper: critical
analysis of
literature
Paper: critical
analysis of
literature
AND
Makes
connection to:
Makes
connection to:
Another work of
literature or
Historical context or
Biographical context
or Larger issue or
theme of importance
(must be supported
with relevant
evidence) or
Film version of text,
or Substantial
criticism
Another work of
literature or
Historical context or
Biographical context
or Larger issue or
theme of importance
(must be supported
with relevant
evidence) or
Film version of text, or
Substantial criticism
Extensive
student
involvement in
group and class
discussion of
literature
Revision
techniques
used
AND
Continued
student
involvement in
group and class
discussion of
literature
PBAT
Required for
Graduation
Revised Paper:
critical analysis
of literature
(using
Consortium
rubric)
AND
Discussion with
external
evaluator based
on literary topic
or presentation
of learning
Revision
techniques
used
AND
Continued
student
involvement in
group and class
discussion of
literature
* Skills related to performance indicators may include: content knowledge, use of
evidence, use of quotations, transitions in writing, formal voice, point of view,
quality of analysis, and correct usage.
Chart 2: Interim Assessment in Mathematics
“Planning backwards” from graduation requirement: Wiggins, Grant and
McTighe, Jay. Understanding by Design, (2000)
IA 1
Diagnostic
Performance
-based task
or project
requiring
application of
mathematics
(using
Consortium
rubric)
IA 2
IA 3
IA 4
Quizzes, tests or
assignments
evaluating
student’s
conceptual and
procedural
understanding
Series of problem
solving
assignments
evaluating
student’s
understanding of
subject area
mathematics
Performancebased task or
project requiring
application of
subject area
mathematics
AND
Continued
student
involvement in
group and class
discussion
AND
OR
Performancebased task or
project embedded
in a subject area
(algebra,
geometry, logic,
trigonometry,
probability and
statistics, precalculus,
calculus)
AND
Extensive student
involvement in
group and class
discussion
Continued
student
involvement in
group and class
discussion
SUPPLEMENT
Quizzes/tests
evaluating
student’s
understanding of
subject area math
(algebra,
geometry, logic,
trigonometry,
probability and
statistics, precalculus,
calculus)
IA 5 PBAT
Required for
Graduation
Revised:
Performance
-based task
or project
requiring
application of
higher
mathematics
(using
Consortium
rubric)
AND
Discussion
with external
evaluator
based on
task or
project
* Skills related to performance indicators may include: identifying variables,
writing and solving equations, recognizing forms of equations and when they can
be applied, simple computation, understanding geometrical principles and
applying them in algebraic ways, and appropriate use of terminology in
communication of methodology.