Standards Based Reporting- Assessments
2012
Assessment Process
Standards Based Reporting is a refined way of reporting what students know and how they demonstrate
their learning of state standards. It is important that there is an equal partnership between all of the
components that form Standards Based Reporting.
 Assessments must be constructed using the Common Core State Standards
 Lessons must be tied directly to and appropriately communicate the objectives on the
assessment.
 Learning Targets must clear to the student and indicative of the lesson content for the day
Standards Based Reporting employs the idea of starting with the Standards to form the assessment and
then working down to the learning target that will be communicated to students. This lays out the
format and content of the lessons in the classroom.
Assessment Set Up and Information
“Analyze the State Standard in order to compose the upcoming assessment (if you do not have common
assessments within the district already). Then (from observing the assessment content) compose student
friendly targets that are clear for students.

Student friendly targets should be centered on what they will learn throughout that daily lesson.
It is ok to have a target listed for more than one day. However, if that target cannot be
addressed within two class periods it should be broken down even further. This will give students
a clear expectation and goal for their learning. Placing an ‘I can’ in front of a state standard is
not student friendly and will intimidate most students in the beginning. The student friendly
targets not only guide classroom lessons but will separate the Assessment into sections.
Example- Grade Level/ Course (HS): 8th Grade
Standard with code: (DO NOT SHOW THIS BIG STANDARD TO STUDENTS PRIOR TO THE LESSON.)
8.EE.7b Solve linear equations in one variable:
b. Solve linear equations with rational number coefficients, including equations whose solutions
require expanding expressions using the distributive property and collecting like terms.
For Example- 8.EE.7b listed above might look like this in student friendly language.
I can solve simplify expressions using the distributive property.
I can simplify expressions by combining like terms.
I can solve linear equations with rational coefficients.
Standards Based Reporting- Assessments
2012
“After the student targets are addressed, (throughout the course of a few days, maybe a week for some)
ask students to compose their own I Can by combing all three into one. Upon conclusion of the standard
reveal the larger standard above and share out as a check for comparison. This will strengthen the
students understanding of content vocabulary and probe them to be aware of the targets that support
Common Core. This will also prove to students that they can understand complicated mathematical
content by taking smaller steps in the beginning to reach the intended standard.”
Assessment LayoutAssessments are composed of manly multiple choice and short answer response questions with one to
two extended response questions.

Include 5 to 10 questions in each section with varying levels of complexity (Lower level questions
might consist of expressions and equations in which the student must solve while higher level
questions might be word problems involving real world examples in which the student must set
up and solve.) The number of questions depends on the number of different questioning
technique in which a student can model their understanding of the standard. For example, a
section that involves calculating the volume of a three dimensional shape might have fewer
questions than a standard that requires students to solve a geometric formula for a missing
component such as height or radius.
Assessment
Components
Round 1
Round 2
Round 3
Questioning Format
Assessments are
composed of Multiple
Choice and Short
Answer Response
questions with one to
two extended
response questions.
Short Answer
Response and
Extended Response
(only addressing the
non-mastered targets)
Extended Response
(Only addressing the
non-mastered targets)
Number of
Questions and
Complexity
5 to 10 questions in
each section with
varying levels of
complexity
Same
5-7 questions
Student Response
Provide selected
response, show
required work on short
answer and extended
response
Provide final response
and show ALL work
required to arrive at
answer
Provide final response,
show ALL work
required to arrive at
answer and fill in
rationale template
(provided below)
Standards Based Reporting- Assessments
2012
Round Three Assessment Student Answer Template
If a student must complete a round three assessment it is extremely important that the teacher
understand the students thinking and rationalizing process. Some students will make silly mistakes on
the first assessment and will have to complete round two. However, if a student is still struggling after
round two the misconception must be addressed in order for the student to move forward in their
thinking. Therefore have the student complete the template below showing their work process and then
explain how they chose to work through the problem.
Workspace (Show all of your work)
Question 1
Question 2
Rationale (Explain how you arrived to your final
answer)
Standards Based Reporting- Assessments
2012
Example Assessment from 2011 (Due to conserving space there are only a few questions provided for
each I can statement.
I can provide examples of and identify rational and irrational numbers. (Square roots
and Pi only)
Identify the following numbers as rational or irrational.
√2
______________________________
3.14
______________________________
Π
______________________________
√64
______________________________
I can convert a fraction to a decimal or a percent.
1. Aaron answered fifty questions correctly out of seventy five. Express Aaron’s
score as a percent.
I can convert a decimal to a fraction and a percent.
1. Terrence paid 12.65 for a DVD. If he gave the cashier thirteen dollars, what
percent of a dollar did Terrence receive in change?
2. Josh averaged his math grade and found that his grade was .9. Express Josh’s Math
grade as a fraction.
3. Chris received .75 from his Grandpa to buy candy. What fraction of a dollar did
Chris get to buy candy?
I can convert a percent to a decimal and a fraction.
1. Carrie 84 percent on her math quiz. Express Carrie’s score as a fraction.
2. Saderick received 95% of a dollar back in change from his purchase. Express the
amount of change as a decimal.
Standards Based Reporting- Assessments
Notes
2012