Developing Sample Assessment Tasks for Mathematics AGLIs

Here is an example that may be used to help teachers better understand how to approach the AGLIs and develop assessment tasks. The table contains additional sample assessment tasks that were developed for each choice component at each grade level. The AGLIs that relate to each sample assessment task are included.

Example: Teachers who developed these tasks had in mind a student who has minimal attention skills, is non-verbal and has an inconsistent communication system. The student is ambulatory and has gross and some fine motor skills. The student is diagnosed with pervasive developmental delay. The Lead Special Education Teacher (LSET) initially expects that significant prompts and assistance will be required. The LSET also expects that the repetition of prompting may decrease as understanding increases.

Below is a list of steps the LSET may follow in order to develop sample assessment tasks for this student.

Step 1: Review the NYSAA Frameworks. Review the AGLIs within each of the four content areas to identify the content area(s) that may be difficult when trying to think of an assessment task that would align to an AGLI. For this example, the area that was found to be most difficult was Mathematics.

Step 2: Gather resources. Search the web for information on how to teach particular content areas. It may be helpful to talk to a general education teacher to strategize ways to teach a particular content area. For this example, the LSET visited several web sites about how to teach beginning algebra, geometry, and numbers sense and operations and talked with a general education mathematics teacher. The LSET identified activities that can be used or modified as appropriate for this student.

Step 3: Learn new vocabulary. The content areas may contain terminology that is not readily familiar. Use web references or general education teachers as resources for assistance in defining new or unfamiliar vocabulary. For this example, the LSET used the glossary in back of Mathematics NYSAA Frameworks as well as the glossary posted on the SED web site.

Step 4: Create assessment tasks that use wording from an AGLI. This will help teachers create an assessment task that is aligned directly to the AGLI. It is important to keep a particular student’s knowledge, skills, and abilities in mind when developing the assessment task.

Below are additional sample assessment tasks for each choice component at each grade level in Mathematics. These samples were developed with the student above in mind. Note: The underlining in the AGLI column indicates the key links from the AGLI to the sample assessment task.

Grade	Choice Component	Page	AGLI	Sample Assessment Task
3	Number Systems	4	· use concrete objects to compare quantities (equal to, greater than, and/or less than) (11102)	Given two unequal sets of apples, the student will point to the set that has the greater amount of apples.
3	Operations	7	· recognize the concepts of addition and/or subtraction (13101)	Given a group of objects and when asked to take one object away, the student will recognize concept of subtraction by removing one object.
3	Units of Measurement	10	· identify tools for measurement (21105)	Given a measuring cup and a ruler, the student will identify which tool is used for cooking by giving that tool to the teacher.
3	Units/Estimation	13	· recognize coins (22101)	Given a picture of a penny and a dollar, the student will recognize the penny when asked by touching the image of a penny on a touch screen.
4	Number Systems	16	· identify numerals 0 to 19 (11106)	Given the 3 large sized, cut out numerals 1, 3 and 5, the student will pick up the numeral 1 upon request.
4	Operations	19	· recognize a whole and/or its parts (13105)	Given a whole circle and a half circle, the student will recognize which is the whole one by picking it up upon request.
4	Units of Measurement	22	· use standard and non-standard tools for measurement (21106)	Given a digital scale and told it is time to be weighed, the student will use the tool of measurement by standing on the scale. Or Given a scale, a set of objects, and told it’s time to weigh, the student will place one of the objects on the scale tray.
4	Units/Estimation	25	· Identify coins and their value (penny, nickel, dime and quarter) (22101)	Given a set of coins, the student will select a penny and match the penny to its value from a chart of coin values. (Example of chart: 1 cent, 5 cents, 25 cents)
5	Number Systems	28	· group objects into equal sets (11107)	Given an even number of objects (for example, blocks), the student will create an equal set by placing one set of objects on one tray and the same amount of objects on the second tray.
5	Operations	31	· recognize a whole and/or its parts (13103)	Given a set of objects that are broken into two parts, the student will match the two parts together to make a whole (two halves of a circle to make a whole circle).
5	Geometric Relationships	34	· identify geometric shapes (31103)	Given a circle and a square, the student will pick up the circle upon request.
5	Coordinate Geometry	37	· use single-digit whole numbers to locate a position on a number line (33101)	Given a large sized, cut out numeral 1, the student will take it and give it to the first child standing in a straight line (a student number line).
6	Number Systems	40	· use concrete objects to recognize that 50% represents the same amount as of the whole (11103)	When given a whole circle and a half circle, the student will point to the one-half circle when asked, “where is one half” and will point to the half circle when asked, “where is 50 percent”.
6	Operations	43	· use a variety of strategies to add, subtract, multiply and/or divide integers (13103)	Given a set of items, the student will use a beginning strategy of addition by adding one more item to the set, upon request.
6	Variables and Expressions	46	· use concrete objects to compare using the terms equal to, greater than and/or less than (41103)	Given 3 sets of objects with 2 sets having the same number of objects, the student will point to the two sets that have equal quantities.
6	Equations and Inequalities	49	· use whole numbers and the symbols +, , and = to translate verbal sentences into algebraic equations (42101)	When asked to identify the sign that would go between two identical numbers, the student will pick the = sign that is mounted on the lid of a jar to go between the two numbers. Or When the teacher says or signs “two plus three equals five”, the student will place number and symbol cards in order to form the equation.
7	Number Theory	52	· use concrete objects to show multiplication of whole numbers less than 10 (12101)	Given the whole number equation 2 x 3, the student will place 2 objects in each of the 3 cups to show multiplication.
7	Operations	55	· use a number line to add integers from -10 to +10 (13101)	Using a number line and one object placed at the numeral 1, the student will add one by placing one more object at the numeral 2.
7	Collection, Organization, and Display of Data	58	· organize data and/or represent it using a simple pictograph (51102)	The student will display data by stacking a block on the chalk board tray every time he leaves the room, using a different stack each day for 5 days.
7	Analysis of Data	61	· read and/or interpret data displayed on simple pictographs (53101)	The student interprets the stacking block graph of his attendance he made by pointing to the stack that represents the day he went out of the room the most.
8	Geometric Relationships	64	· identify shapes that contain angles (31103)	Given a circle and a square, the student will select the shape with angles.
8	Transformational Geometry	67	· use various types of models to identify, describe, name, and/or interpret images resulting from translations (slides) (32101)	The student will complete a shape puzzle after being handed a flipped puzzle piece.
8	Variables and Expressions	70	· use concrete objects to compare quantities using the terms (equal to, greater than, and/or less than) (41101)	The student will identify a set of CD cases that is less than the set of cases the student is given.
8	Patterns, Relations, and Functions	73	· duplicate repeating patterns in nature, art, music, or literature (43101)	The student will clap his or her hands in the same pattern as previously modeled by the teacher. OR The student will perform movements in time to patterns in a piece of music.
HS	Variables and Expressions	76	· use concrete objects to compare using the terms equal to, greater than and/or less than (41103)	The student will use objects to represent the concept of “equal” by giving the teacher the same number of objects that the teacher handed to the student.
HS	Equations and Inequalities	79	· when given a repeating or growing numeric pattern, describe the pattern (42101)	Given a numeric pattern (2, 4, 6), the student will show the teacher the pattern by placing the same numerals in the correct order.
HS	Organization and Display of Data	82	· gather data and record it on a list or in a chart (52102)	The student will collect data by stamping a paper every time he had a good lesson, 5 days in a row.
HS	Analysis of Data	85	· read data displayed on a simple graph (53101)	The student will interpret data by selecting the stamped paper that showed his best day. Or The student will indicate the day the least number of students were in class from a pictograph of the class attendance for the week.