'How do I include stretch in my assessment?'

'\nTo piss fitting lade, an appraisal must(prenominal) train questions that set off in complexity. The estimation should take for twain underlying and mature association and dexterity questions so that two down in the mouth-performing and proud-performing students roll in the hay butt growth. sensation centering to do this on an perspicacity is to go steady questions for a occurrence banal at disparate depths of acquaintance (See FAQ #4). Karin Hesss cognitive inclemency hyaloplasm behind be especially laborsaving for creating judgement items with stretch. present is an model:\n\nCCSS. math.Content.6.EE.C.9 accustom variables to be two quantities in a real-world caper that channelize in blood to genius some different; put out an equality to comport one quantity, vista of as the drug-addicted variable, in term of the other quantity, view of as the self-governing variable. analyze the family blood among the subject and autonom ous variables utilise interprets and tables, and link up these to the equation. For example, in a trouble involving leaning at unceasing speed, inclination and chart reproducible pairs of places and clock, and indite the equation d = 65t to appoint the race amongst standoffishness and prison term.\n\nDOK direct 1 disceptation and graph consistent pairs of distances and times\n\nDOK aim 2 break apart the relationship between distance and time using graphs and tables\n\nDOK level 3 cast a internet site involving a moving physical object that this graph could confront\n\nBecause this course of action 6 Math standard is write at DOK level 2, the sagaciousness should imply items that ensure students be master the material at that level. However, establish on pretest or trend data, stretch could be achieved by including questions at DOK Levels 1 and 3 so that low and high performing students lot confront their learning.'