Kindergarten:
We will test the following standards toward the end of grading period 2.
(R-R1,  1M-R3,  2M-R2,  3M-R1, 4M-R1,  4M-R2,  1SC-R4,  3SC-R2,  6SC-R1,  6SC-R2)
 
 

R-R1	Identify characters in a story and retell stories in sequence. CRT
1M-R3	Use manipulatives to count, order and group.  OCL
1M-R1	Develop an understanding of number meanings and relationships. OCL
2M-R1	Compare and sort objects by their physical attributes. OCL
2M-R2	Collect, organize and describe simple data. OCL
3M-R1	Extend a variety of patterns using concrete objects. OCL
4M-R1	Draw models of shapes. CRT
4M-R2	Recognize geometry in their surroundings. OCL
1SC-R4	State simple hypotheses about cause-and-effect relationships in the environment. OCL
3SC-R2	Using simple technology(e.g. scales balance, magnifiers, and computers). OCL
6SC-R1	Identify basic phenomena and changes in the sky (e.g., sunrise, moon, stars). OCL
6SC-R2	Understand that the sun heats and lights the earth. OCL

CRT: Criterion Referenced Test
OCL: Observation Check List
 

CRT	A Criterion-Referenced Test is an assessment of student performance which is measured against a predetermined criterion or standard and has a predetermined difficulty level which is usually set by a publisher. Success is measured by whether the student can or cannot perform the task or answer the questions correctly. Questions found on standardized tests are considered criterion-referenced--the student either knows the answer or he/she doesn't, and there is no teacher judgment needed. Examples: end-of chapter tests, spelling or vocabulary tests.
TMT	The Teacher-Made-Test is designed by the teacher for everyday classroom use, using materials, problems or tasks from a variety of resources. This test has clearly defined criteria for success. The desired outcome of the completion of the assessment is determined most often by the teacher. This outcome flows from the requirements of the activities presented during instruction. A TMT can be criterion-referenced; the difference is predetermined by an outside source. Examples: assessment activities integrated into thematic units,  student reports,  and art or music products.
OCL	An Observation Check List is used when a student is asked to construct,  present or perform to show what they know and are able to do on an assessment. Successful completion of the task is observable and can be matched to clearly defined criteria. There generally is not a product upon completion of the task,  so the assessment consists of following steps or completing a task involving use of manipulatives.  Examples: learning center activities,  making patterns with manipulatives, completing a cooperative learning activity or participating in a play, debate, speech, or experiment.
PBA	A Performance-Based Assessment requires the student to perform certain tasks rather than just provide oral or written answers on a test.  Performance is observed and judged against predetermined criteria. The criteria for successful completion of the task is presented to the student beforehand so the student can tailor the levels of competency according to defined criteria at each level. Examples: writing an essay or story,  giving a speech,  performing in a play,  solving a math problem focusing on explanation of the process of the solution and not solely on the answer.

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