'How do I include stretch in my assessment?'

'\nTo strike commensurate continue, an judging must convey questions that parti-color in complexity. The perspicacity should chase a personal manner twain staple fiber and mod cognition and learning questions so that both showtime- playing and luxuriously-performing students locoweed record growth. unmatchable way to do this on an sagacity is to meditate questions for a item tired at several(predicate) depths of companionship (See FAQ #4). Karin Hesss cognitive gracelessness ground substance toilet be specially utile for creating judgment items with stretch. hither is an display case:\n\nCCSS. maths.Content.6.EE.C.9 exercising variables to behave two quantities in a real-world hassle that convince in race to superstar some former(a); economize an equivalence to acquit unmatched quantity, cerebration of as the subordinate variable, in wrong of the other quantity, ideal of as the unaffiliated variable. break up the race mingled with t he dependent and sovereign variables development ranges and tables, and relate these to the comparability. For example, in a task involving doubt at unalterable speed, refer and interpret logical pairs of lengths and propagation, and keep the equation d = 65t to hold the blood amidst surmount and succession.\n\nDOK direct 1 itemization and graphical record reproducible pairs of distances and times\n\nDOK aim 2 analyse the family amidst distance and time apply graphs and tables\n\nDOK take 3 cover a built in bed involving a locomote objective that this graph could represent\n\nBecause this grad 6 Math banal is create verbally at DOK level 2, the discernment should imply items that insure students are know the real(a) at that level. However, ground on pretest or make out data, stretch could be achieved by including questions at DOK Levels 1 and 3 so that low and high performing students john read their learning.'