azstandardsI

ARIZONA STATE STANDARDS
Quarter 1

Kindergarten:
We will test the following standards toward the end of grading period 1.
(1M-R2, 2M-R1, 1SC-R1, 2SC-R1, 5SC-R1, 1SC-R3)

1M-R2 Collect, organize and describe simple data. TMT

2M-R1 Sort objects by their physical attributes. OCL

1SC-R1 Identify and use safe procedures in all acience activities. OCL

2SC-R1 Understand that all people can and do participate in science. TMT

5SC-R1 Compare objects in terms of common physical properties. OCL

1SC-R3 Categorize objects, organisms, and events in different ways. OCL

TMT: Teacher Made 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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1M-R2	Collect, organize and describe simple data. TMT
2M-R1	Sort objects by their physical attributes. OCL
1SC-R1	Identify and use safe procedures in all acience activities. OCL
2SC-R1	Understand that all people can and do participate in science. TMT
5SC-R1	Compare objects in terms of common physical properties. OCL
1SC-R3	Categorize objects, organisms, and events in different ways. OCL

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.