This document contains examples of assessments created by a teacher to evaluate students' understanding of information about hermit crabs. It includes a summative multiple choice test with 10 questions, a formative multiple choice test with 5 questions, and a description of a performance assessment where students create an informational poster or brochure about an animal of their choice. Rubrics are provided to score student work on the assessments.

1. Running head: WRITING CLASSROOM ASSESSMENT ITEMS 1
Writing Classroom Assessment Items
ED5013 Module 3 Analysis
Rachel Thorp
Tussing Elementary
Author Note
Rachel Thorp, Second Grade Teacher, Tussing Elementary
Contact: rthorp310@gmail.com

2. WRITING CLASSROOM ASSESSMENT ITEMS 2
Writing Classroom Assessment Items
Part 1: Summative, Multiple-Choice Test
Hermit Crab Non-Fiction Test - Summative
Name: _______________________________ Date: ________________________
1. What detail best supports the main idea that each feature of a hermit crab’s body helps
it to survive?
A) Hermit crabs start as eggs.
B) Hermit crabs are related to other crabs.
C) Hermit crabs can be as tiny as a penny.
D) *Hermit crabs have two pairs of short legs that help them hold onto their shells.
2. What is the main purpose of this book? _____________________________________
*To inform the reader about hermit crabs.
3. When a hermit crab molts, it _____________________________________________.
*grows a new exoskeleton and sheds its old one.
4. When a hermit crab outgrows its shell, _____________________________________.
A) *it finds a bigger one.
B) it lays eggs.
C) it dies.
D) it gets eaten by a bird.

3. WRITING CLASSROOM ASSESSMENT ITEMS 3
5. Why is it good for a beach to have a lot of hermit crabs?
A) They are funny to watch.
B) They provide food for the birds.
C) *They keep beaches clean.
D) None of the above.
6. What does a hermit crab use to help it taste water and find food?
A) Claws
B) *Antennae
C) Eyes
D) Mouth
7. Who are the predators of hermit crabs? ______________________________________
*Hermit crab predators are birds, octopuses, fish, and other animals.
8. A hermit crab is a scavenger. What is a scavenger? ____________________________
*It’s animal that finds and eats scraps of garbage or animals that are already dead.
9. Where do the hermit crab eggs hatch?
A) *In the water.
B) In the sand.
C) In the shell.
D) None of the above.
10. How would you describe a hermit crab? ____________________________________
*It is as big as a softball.
Hermit Crabs, (n.d.).

4. WRITING CLASSROOM ASSESSMENT ITEMS 4
Pre-Administration Item Analysis
Y N Item #
Needing
Revision
Is the task clear in each item? Is it likely that the student attempting
an item will know what is expected?
Y
Are the items expressing in clear, concise language? Y
Is each item a fair item for assessment at this grade level? Y
Is the wording appropriate to the grade level where the item will be
used?
Y
Are there unintended clues to the correct answer? N
Is the format reasonably consistent so that students know what is
required from item to item?
Y
Is there a single, clearly correct (or best) answer for each item? Y
Is the type of item appropriate to the information required? Y
Are there statements in the items that are likely to offend? N
Is there content that reflects bias on cultural or other grounds? N
Are the items representative of cognitive levels to be assessed? Y
Are there enough items to provide an adequate coverage of the
cognitive levels to be assessed?
Y

5. WRITING CLASSROOM ASSESSMENT ITEMS 5
Part 2: Formative Assessment
Hermit Crab Non-Fiction Test - Formative
Name: _______________________________ Date: ________________________
1. Where do hermit crabs live?
A) Warm oceans around the world.
B) Beaches
C) Tidal pools
D) *All of the above.
2. What is a hermit crab’s hard outer shell called? _______________________________
*It is called an exoskeleton.
3. Which pair of legs does the hermit crab use for walking?
A) First pair
B) Second pair
C) *Second and third pairs
D) Fourth and fifth pairs
4. How long do most hermit crabs live for? _____________________________________
*Most hermit crabs live six to ten years.
5. When do hermit crabs molt?
A) *Every year or so.
B) Every day.
C) Once a week.
D) Every five years.

6. WRITING CLASSROOM ASSESSMENT ITEMS 6
Part 3: Performance Task
Description of Performance Task
State one performance outcome and the
indicators for the performance (specific
descriptors that clarify the outcome).
Students will be engaged and hands on
when creating a brochure or poster with the
information on their animal.
Describe the performance task. Students will take the information they
learned and create a poster or brochure for
an animal of their choice. They will get a
chance to apply their knowledge and be
creative.
Who will view the product or performance? We will hang their final product in the
classroom for the class to see.
What is the real-world context for the task? Students will need to be able to read for
meaning and gain information from text.
Creating a visual of their knowledge is
related to presentations in the work force.
List the step-by-step process for task
completion.
Students will take the book and write down
questions for who, what, where, when,
why, and how. They will take this
information and create a poster or
brochure.

7. WRITING CLASSROOM ASSESSMENT ITEMS 7
List process criteria. Students will need to choose an animal,
read about it, find information for who,
what, where, when, why, and how
questions, and create a brochure or poster
with the information.
List final product criteria. The final product must have information
for who, what, where, when, why, and
how. It must be neatly done and clearly
state what animal it is describing. The
sentences must be complete and have
correct punctuation, capitalization, and
spelling.

8. WRITING CLASSROOM ASSESSMENT ITEMS 8
Holistic Rubric
Product Criteria Score
Has information for
who, what, where,
when, why, and how.
1 2 3 4
Information is written
clearly and is easily
understood.
1 2 3 4
Poster or brochure is
visually appealing and
neat.
1 2 3 4
The student accurately
used capitals and
punctuation and spelled
words correctly.
1 2 3. 4
Key: 1 = Needs Improvement, 2 = Improving, 3 = Good, 4 = Outstanding

9. WRITING CLASSROOM ASSESSMENT ITEMS 9
References
Hermit Crabs. (n.d.). Retrieved March 10, 2016, from https://www.readinga-
z.com/books/leveled-
books/book/?id=1448&f=site_and_dist/comp_quiz/m/raz_cqlm26_hermitcrabs.pdf
Miller, J.K. (n.d.). Assessment Strategies for Improving Learner Outcomes and
Increasing the Power of Teacher-Made Assessments Part 3: Essay & Performance
Assessments. Retrieved March 11, 2016, from file:///Users/teacher/Desktop/ed5013-
m3p4-script.pdf
Miller, J.K. (n.d.). Assessment Strategies for Improving Learner Outcomes and
Increasing the Power of Teacher-Made Assessments Part 4: Common Assessments and
Item Analysis. Retrieved March 11, 2016, from file:///Users/teacher/Desktop/ed5013-
m3p4-script%20(1).pdf