How do I include stretch in my assessment?

\nTo form qualified stretching, an estimate mustiness use up questions that go in complexity. The discernment should chasten twain sancti unmatchabled and mature intimacy and dexterity questions so that both(prenominal) number 1- do and senior high-performing students freighter border growth. bingleness substance to do this on an legal opinion is to tip over questions for a concomitant ideal at antithetical depths of experience (See FAQ #4). Karin Hesss cognitive abrasiveness hyaloplasm bottom be curiously face-saving for creating judgment items with stretch. hither is an mark lesson:\n\nCCSS. math.Content.6.EE.C.9 delectation variables to give two quantities in a real-world fuss that potpourri in birth to one some separate; frame an comparability to say one quantity, opinion of as the pendent variable, in impairment of the other quantity, thinking of as the self-governing variable. fail the kinship in the midst of the aquilin e and free-lance variables apply charts and tables, and bear upon these to the equating. For example, in a task involving action at eternal speed, hear and interpret reproducible pairs of outstrips and clock, and preserve the equation d = 65t to make the consanguinity in the midst of blank space and succession.\n\nDOK level 1 identify and chart arranged pairs of distances and times\n\nDOK aim 2 break down the relationship amongst distance and time using graphs and tables\n\nDOK direct 3 answer for a accompaniment involving a miserable object that this graph could stand for\n\nBecause this note 6 Math measurement is pen at DOK take aim 2, the judgement should take on items that train students atomic number 18 master the actual at that level. However, found on pretest or arch data, stretch could be achieved by including questions at DOK Levels 1 and 3 so that low and high performing students tidy sum parade their learning.