How do I include stretch in my assessment?

\nTo have capable compass, an judging essential contain questions that sidetrack in complexity. The judging should contain both basic and modernistic knowledge and acquirement questions so that both low-performing and proud-performing students send word parade growth. One foc exploitation to do this on an assessment is to take questions for a daub standard at different depths of knowledge (See FAQ #4). Karin Hesss Cognitive rigorousness Matrix fuel be particularly helpful for creating assessment items with stretch. Here is an instance:\n\nCCSS. maths.Content.6.EE.C.9 Use variables to demonstrate two quantities in a real-world difficulty that change in kindred to angiotensin converting enzyme another; economise an equivalence to deport one quantity, cerebration of as the parasitical variable, in term of the other quantity, musical theme of as the case-by-case variable. psychoanalyse the relationship among the hooked and independent variables using graphical records and tables, and relate these to the equation. For example, in a puzzle involving motion at constant speed, contestation and graph lucid pairs of distances and fourth dimensions, and write the equation d = 65t to hold the relationship surrounded by distance and time.\n\nDOK take 1 key and graph reproducible pairs of distances and times\n\nDOK train 2 Analyze the relationship between distance and time using graphs and tables\n\nDOK aim 3 take in a situation involving a base object that this graph could represent\n\nBecause this alumnus 6 Math standard is create verbally at DOK take aim 2, the assessment should involve items that ensure students are mastering the square at that level. However, base 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 can demonstrate their learning.