Spreadsheet: c65abf78-4d20-4f66-9cca-9c34d91b96dd
Sheet: Formating Data

 |  | P | P | p | P | P |  | 1a. | 1a. | 1a. | 1d | 1e. | 2 | 2a. | 2b. | 2c. | 2d. | 2e. | 3a | 3b | 3c | 3d | 3e | 3f | 3g | 4a | 4b | 4c | 4d | 4e | 4f | Final |  |  | Formating values
 | Choice Value | Content Areas | Cost | Collaborative Review | Collaborative Groups | Assessment Item Types | Assessment includes | Scoring Guide | DOK GLE | DOK assessment | Alignment between items and standards | Cognitively Challenging |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | Final Rating
Explanation | The value associated with each choice | The primary content area addressed by the assessment |  | Was the review done in collaboration with a group of teaching professionals
 | 1 | RWC Reading Writing Communicating | Fee Based | Yes: Review process was performed by a group of professional educators working in collaboration. | Multi-District Team | Selected Response (multiple choice, true-false, matching, etc.) | Teacher directions (may include prerequisites/description of instruction before giving the assessment e.g., this assessment should be given after students have learned …) | Answer key, scoring template, computerized/machine scored | DOK 1 | DOK 1 | Full match | More rigorous | Answer key, scoring template, computerized/machine scored | Yes | Yes | High | Yes | Yes | High | High | High | Yes | Yes | Presentation Accommodations—Allow students to access information in ways that do not require them to visually read standard print. These alternate modes of access are auditory, multi-sensory, tactile, and visual. | Yes, Some identified | High | High | High | High | High | High | Fully Recommended |  |  | 0 | blank should be red
 | 2 | Drama / Theater Arts | Open Source | NO: Review process was performed by a single indivdual | District Team | Short Answer (short constructed response, fill in a graphic organizer or diagram, explain your thinking or solution, make and complete a table, etc.) | Scoring Guide/Rubric | Generalized Rubric (e.g., for persuasive writing, for all science labs) | DOK 2 | DOK 2 | Close match | Similar rigor | Generalized Rubric (e.g., for persuasive writing, for all science labs) | Somewhat | Somewhat | Moderate | Somewhat | Somewhat | Moderate | Moderate | Moderate | Somewhat | Somewhat | Response Accommodations—Allow students to complete activities, assignments, and assessments in different ways or to solve or organize problems using some type of assistive device or organizer. | None Identified | Moderate | Moderate | Moderate | Moderate | Moderate | Moderate | Partially Recommended
 | 3 | Dance |  |  | School Level Team | Extended Response (essay, multi-step response with explanation and rationale required for tasks) | Sample evidence to show what student performance might look like | Task-Specific Rubric (only used for the particular task) | DOK 3 | DOK 3 | Partial match | Less rigor | Task-Specific Rubric (only used for the particular task) | No | No | Low or None | No | No | Low | Low | Low | No | No | Setting Accommodations—Change the location in which a test or assignment is given or the conditions of the assessment setting. |  | Low or None | Low or None | Low or None | Low or None | Low or None | Low or None | Not Recommended
 | 4 | Visual Arts |  |  | Data Team | Product (research paper, editorial, log, journal, play, poem, model, multimedia, art products, script, musical score, portfolio pieces, etc.) | Materials (if needed to complete the assessment) | Checklist (e.g., with score points for each part) | DOK 4 | DOK 4 | Minimal match |  | Checklist (e.g., with score points for each part) |  |  |  |  |  |  |  |  |  |  | Timing and Scheduling Accommodations—Increase the allowable length of time to complete an assessment or assignment and perhaps change the way the time is organized.
 | 5 | Music |  |  | Professional Learning Community | Performance (demonstration, presentation, science lab, dance or music performance, athletic performance, debate, etc.) | Estimated time for administration | Teacher Observation Sheet/ Observation Checklist |  |  | No match |  | Teacher Observation Sheet/ Observation Checklist |  |  |  |  |  |  |  |  |  |  | Linguistic Accommodations—Allow English language learners (ELLs) to access academic construct measured by reducing the linguistic load of an assessment. The accommodation is based on an ELL’s limited English language proficiency, which is different than an accommodation based on a student’s disability or a cognitive need.
 | 6 | Social Studies |  |  | Content Team / Departmental Team | Process (creation, development, design, exploration, imagining, visualization, experimentation, invention, revision) | Student Directions & Assessment Task/Prompt – what does the student see/use?
 | 7 | Science |  |  | Other |  | Other:
 | 8 | Mathematics |  |  | Please Select
 | 9 | Comprehensive Health
 | 10 | Physical Education
 | 11 | Career and Technical Education
 | 12 | Please Select
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