1. Rochester City School District
Grade 1 Mathematics
Performance Assessments
September 2013

2. Purpose for Assessments
To meet the goals of Common Core State
Standards, it is imperative that teachers have
evidence of the progress students are making
towards required fluencies and understandings.
Performance assessments allow the teacher to
measure student acquisition of Common Core
content with respect to specific standards of
performance. Teachers will be able to record this
information on task rubrics and have a baseline to
begin measuring student progress.

3. Using Link It
• This school year, LinkIt! is the system we are
using for Performance-based assessments
• LinkIt is an electronic scoring program, which
provides an interface for teachers to score
Performance-based assessments
• Tutorials have been prepared that will walk
teachers through the process of the login and
scoring process. There will be opportunities
to sign-up for LinkIt! training in AVATAR.

4. Logging into LinkIt
Step 1: Go to
https://rcsd.linkit.com/
Step 2: Enter your username and
password.
Your username is your 7-digit
teacher number. Your temporary
password is also your 7-digit
teacher number. Upon first log-
in, you will be asked to change
your temporary password. If you
ever forget your password, you
could use the “lost password”
function on the log-in
page, which will email you a
temporary password.

5. Timeline for Assessment
• Pre-assessment: Given September 2013
– Pre-assessment given to all students by classroom
teacher.
• Post-assessment: Given May 2014- June 2014
– Post-assessment given to all students by
cooperating teacher within grade level.

6. How to read the RCSD K-2 Assessment
Each RCSD K-2 Mathematics Assessment is organized
in a table with six main sections:
1) Domain
2) Performance Task Identification Number
3) Cluster
4) Common Core Standard(s)
5) Materials
6) Task Description

7. How to read the RCSD K-2 Assessment
Domain
Performance Task #
Cluster
CC Standard
Materials
Task

8. Templates and Student Recording
Sheets
• Templates
– On card stock
– One for the entire class
used inside a sheet
protector and dry erase
marker
– Needed on tasks 4, 6-
10, 13 (was not copied for you
but may be pulled from student
recording sheets and used as a
template,) 14
– Provided in kit for teacher
(Please note: There are
some items that need to
be cut ahead of time)
• Student Recording Sheets
– One needed for each
student
– Can be printed from Linkit
– Needed on tasks 1-3, and 7

9. Rochester City School District Mathematics
Performance
Assessment Rubrics
• Each task has a rubric to measure student
performance. While the task may have
multiple parts, accumulated points will
generate a total score for task between 1 and
4. This score will entered onto a scanning
sheet.

10. Rochester City School District Mathematics
Performance
Assessment Rubrics
Out of a total of 4 points:
1 Level 1 2 Level 2 3 Level 3 4 Level 4
Rochester City School District Grade 1 Mathematics Performance Pre-assessment
September 2013
Task 2 Rubric – Possible Points 4
NEEDS IMPROVEMENT
(N)
WITH ASSISTANCE
(W)
INDEPENDENT
(I)
1
Student is Well Below
Proficiency
2
Student is Partially Proficient
3
Student is Proficient
4
Student Excelled in This Task
Student is unable to determine
whether the number sentence is
true or false, explain his or her
reasoning with pictures, numbers
or words, or make the number
sentence true in the event that it
is originally false for any of the
number sentences.
Student meets all criteria for one
number sentence or partial
criteria for two number
sentences.
Criteria: determine whether the
number sentence is true or false,
explain his or her reasoning with
pictures, numbers or words, and
make the number sentence true
in the event that it is originally
false.
Student meets all criteria for two
number sentences or partial criteria
for all three number sentences.
Criteria: determine whether the
number sentence is true or false,
explain his or her reasoning with
pictures, numbers or words, and
make the number sentence true
in the event that it is originally
false.
Student meets all criteria for all three
number sentences.
Criteria: determine whether the
number sentence is true or false,
explain his or her reasoning with
pictures, numbers or words, and
make the number sentence true
in the event that it is originally
false.

11. Directions
1. When assessing students, have all materials printed and prepared ahead.
2. Be sure you have all three assessment packets for your grade level. You should have the assessment
packet (on Link It) , the rubric packet (on Link It) and the recording sheets packet (On Link It).
3. Each student will need a copy of this rubric for recording purposes.
4. The teacher only needs one copy of the Grade 1 Performance assessment itself, but should make one
copy for each student of the recording sheets within the assessment.
5. First administration (September) may be done by the student’s classroom teacher. Second
administration must be done by a teacher who is NOT directly responsible for student’s scores.
6. The administrating teacher must circle the box or boxes on each rubric that correspond to the
student’s performance on each part of the performance tasks.
7. Points are awarded for each category. Any item/s circled in the below proficient column is awarded 1
point. Any item/s circled in the partially proficient column is awarded 2 points. Any item/s circled in the
proficient column is awarded 3 points. Any item/s circled in the excelled column is awarded 4 points.
8. Points are totaled for each task and the task is scored at the bottom of the page based on the range
of total points for a total performance score (for the teacher) of Level 1, Level 2, Level 3 or Level 4.

12. Whole Group
vs.
Individual Administration
• Some of the tasks on this assessment can be
administered to the entire class of students at
the same time. Other tasks must be
administered to one student at a time.
• Teachers have the flexibility to test students
individually over the span of the testing
window. It is not necessary to administer the
entire test in one day.

13. Grade 1 Assessment
• Task 1a-1e
– Individual administration
• Students may use
cubes, drawings, write a
number sentence and/or
words to show strategy
– Represent and solve
problems involving
addition and subtraction
within 20

14. Grade 1 Assessment
• Tasks 1a-1e cont.
– Apply properties of
operations as strategies
to add or subtract

15. Grade 1 Assessment
• Task 2
– Whole group
administration possible
– Apply properties of
operations
– Understand the meaning
of the equal sign

16. • Task 3
– Whole group
administration possible
• Students use cubes or
counters and are allowed
to speak answer and
write it
– Determine the unknown
whole number in an
addition or subtraction
equations relating to
three whole numbers
Grade 1 Assessment

17. • Task 4
– Individual administration
• Must use numeral cards
to perform task
– Compare and record
two, two-digit numbers
using symbols, <, >, =
Cards
Grade 1 Assessment

18. • Task 5
– Individual administration
• Students have to show
using base ten blocks
–Understand that the two-
digit number represent an
amount of tens and ones
and with special cases of
zero ones.
Grade 1 Assessment

19. • Task 6
– Individual administration
• Students use double ten
frame and must speak
solutions
– Understand that the
two- digit number
represent an amount of
tens and ones and with
special cases of 11-19
Grade 1 Assessment

20. • Task 7
– Individual administration
• Must show how they
solved problems can use
blocks
• Must give verbal response
– Add within 100
– Use mental math to find
ten more/ less
Grade 1 Assessment

21. • Task 8
– Individual administration
• Must use shape cards to
display shapes
• Must respond verbally
– Distinguish between
defining attributes and
non-defining attributes
Grade 1 Assessment

22. • Task 9
– Individual administration
• Students must select two
shapes to create a new
shape and describe
Grade 1 Assessment

23. • Task 10
– Individual administration
• Students must sort cards
– Sort into two groups/
categories (halves and
fourths)
Grade 1 Assessment

24. • Task 11
– Individual administration
• Students must speak
answer
– Measure lengths
indirectly by comparing
3 objects
Grade 1 Assessment

25. • Task 12
– Individual administration
• Students verbally respond
Measure lengths of given
objects compared to a line
Grade 1 Assessment

26. • Task 13
– Individual administration
• Read aloud
– Tell and write time given
an analog and digital
clock
Grade 1 Assessment

27. • Task 14
– Individual administration
• Students must speak
answers
– Organize, represent and
interpret data given a set
of weather cards
Grade 1 Assessment

28. Logging into LinkIt
Step 1: Go to
https://rcsd.linkit.com/
Step 2: Enter your username and
password.
Your username is your 7-digit
teacher number. Your temporary
password is also your 7-digit
teacher number. Upon first log-
in, you will be asked to change
your temporary password. If you
ever forget your password, you
could use the “lost password”
function on the log-in
page, which will email you a
temporary password.