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Formative Assessments in the PLC Classroom

Formative Assessments in the PLC Classroom. Day 2 : Formative Assessment Design & Tools. Formative Assessments:. Design Process. “Are Your Assessments Good, Not So Good, Or… Great?”. Article. What does a good formative assessment look like?.

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Formative Assessments in the PLC Classroom

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  1. Formative Assessments in the PLC Classroom Day 2: Formative Assessment Design & Tools

  2. Formative Assessments: Design Process

  3. “Are Your Assessments Good, Not So Good, Or… Great?” Article What does a good formative assessment look like?

  4. Designing Quality Formative Assessments ~ Key Points • Assessments must provide information about important learning targets that are clear to students and teacher teams. • Assessments must provide timely information for both students and teacher teams. • Assessments must provide information that tells students and teacher teams what to do next. Bailey & Jakicic, p. 49

  5. Designing Quality Formative Assessments ~ Key Steps • Decide What to Assess • Decide How to Assess • Develop the Assessment Plan • Determine the Timeline • Write the Assessment • Review the Assessment Before Administration • Set Proficiency Criteria and Decide How to Gather the Data *Details for key steps on following slides.

  6. Step 1: Decide What to Assess • Design an Assessment Plan for that Unit • How many formative assessments will your team give? • When will you and your teammates give them? • Which learning targets will you assess? • Choose 1-3 learning targets based on the state standards that you unwrapped. Questions to consider: • Which targets do you anticipate that students will have trouble with? • Which targets will students have to master before they can perform other skills later in the unit? • Which targets are critical for students to master?

  7. Step 1 Example: 4th Grade Math CCSS Place Value Standards - Unpacked: http://www.corestandards.org/ • Domain: Number and Operations in Base Ten • Cluster: Generalize place value understanding for multi-digit whole numbers. • Standard 4.NBT.1: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. • LT:  Explain how digits within a multi-digit whole number relate to each other by their place value. • LT:  Find and record all possible outcomes for a situation (Problem Solving-Make an Organized List). • Standard 4.NBT.2: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. • LT: Read and write 4-digit numbers in standard form. • LT: Read and write 4-digit numbers in expanded form. • LT: Read and write 4-digit numbers in word form. • LT: Compare whole numbers through hundred thousand. • LT: Use knowledge of place value to order numbers. • Standard 4.NBT.3: Use place value understanding to round multi-digit whole numbers to any place. • LT:  Demonstrate how to use place value to round whole numbers.

  8. Step 1 Example: 4th Grade Math • Assessment Plan for Place Value Unit: • How many formative assessments will your team give? (2 common FA) • When will you and your teammates give them? (after LT 1-4; after LT 5-8) • Which learning targets will you assess? • 4.NBT.2 & 4.NBT.1  Read and write 4-digit numbers in standard form. • 4.NBT.2 & 4.NBT.1  Read and write 4-digit numbers in expanded form. • 4.NBT.2 & 4.NBT.1  Read and write 4-digit numbers in word form. • 4.NBT.1 & 4.NBT.2  Explain how digits within a multi-digit whole number relate to each other by their place value. ------------------------------------------------------------ • 4.NBT.2  Compare whole numbers through hundred thousand. • 4.NBT.2  Use knowledge of place value to order numbers. • 4.NBT.3  Demonstrate how to use place value to round whole numbers. • 4.NBT.1  Find and record all possible outcomes for a situation.

  9. Step 1 Example: 4th Grade Math FA #1 • Which Learning Targets Will We Assess On Our Common Formative Assessment #1? • Read and write 4-digit numbers in standard form. • Read and write 4-digit numbers in expanded form. • Read and write 4-digit numbers in word form. • Explain how digits within a multi-digit whole number relate to each other by their place value.

  10. Step 2: Decide How to Assess • Selected Response (Requires students to select the correct answer) • Multiple Choice • Matching • True/False • Constructed and Extended Written Response (Requires students to provide their own answer) • Short and Long Essays • Complete a Graphic Organizer • Solving a Math Problem • Performance Assessments (Requires students to perform in front of the teacher, who uses a rubric to assess) • Oral Reports • Demonstrations • Creating a Product

  11. Step 2 Example: 4th Grade Math FA #1 • How Will We Assess Our Learning Targets? Constructed and Extended Written Response (Requires students to provide their own answer) • Solving a Math Problem • Short Answer

  12. Step 3: Develop the Assessment Plan • Recommendation: • Use a combination of selected response and constructed response items. Include 4 selected response items and 1 constructed response item or performance task for each learning target.

  13. Step 3 Example: 4th Grade Math FA #1

  14. Step 4: Determine the Timeline • How often should our team administer a common formative assessment? Recommendations: • Administer a common assessment every 1-3 weeks.

  15. Step 4 Example: 4th Grade Math FA #1

  16. Step 5a: Write the Assessment • Recommendations: • Assess 1-3 learning targets at a time. • Write the learning target above all questions pertaining to that target so students can clearly see what they are being assessed on.

  17. Step 5b: Write the Assessment • Writing Quality Selected-Response Items: • Use complete sentences for all questions. • Use similar format for all answer choices. • Choose simple vocabulary and sentence structure. • Use bold and italics for important words that students might miss. • Write questions in a positive form (avoiding the word ‘not’). • Multiple Choice: • Do not include funny or obviously wrong answers as choices. • All answer choices should be possible to get, but only one definite answer. • Matching: • Keep the list short. • Create unequal-sized lists to eliminate guessing.

  18. Step 5c: Write the Assessment • Writing Quality Constructed-Response Items: • Make sure directions are clear and easy to understand. • Leave space for your students to respond. • Provide students with a reference for their answer (example: If students are asked to write about the effects of slavery on the United States, remind them about the Kansas-Nebraska Act of 1854). • Make sure the prompt is one that has not been provided in class. (example: If you discussed the effects of slavery on Southern families in class, ask them to discuss the effects of slavery on Northern families on the assessment.)

  19. Step 5d: Write the Assessment • Designing Performance Assessments: • Students should not have the opportunity to choose between performance assessments unless (1) the options offered are all the same difficulty and (2) the tasks assess the same learning target. • A rubric should be designed ahead of time to assess the task. Rubrics will be discussed in depth at a later time.

  20. Step 5 Example: 4th Grade Math FA #1 • Formative Math Assessment #1 for a 4th Grade Place Value Unit ~ See back of your packet

  21. Step 6: Review the Assessment Before Administration Questions to Consider… • Are the directions and questions clear? • Are the learning targets written above the questions related to that target so students understand what they are being assessed on and why? • How much time should it take for students to complete the assessment? • Is the reading level of the questions low enough so it doesn’t interfere with the assessment? • Are there zero “freebie” answer choices? • Are constructed response items related to the real world?

  22. Step 7a: Set Proficiency Criteria Teams must agree on a level of proficiency. • Selected Response: How many items must a student correctly answer for each learning target to be considered proficient (example: 3/4 items)? • Constructed Response: (A rubric is usually necessary) How many points does a student need to score for each learning target to be considered proficient (example: on a 0-4 point rubric, 3=proficient)

  23. Step 7a Example: 4th Grade Math FA #1 • The fourth grade team agreed on a proficiency level of 3 out of 4 items being answered correctly for each learning target.

  24. Step 7b: Decide How to Gather theData Gather and organize your data according to each learning target that was assessed.

  25. Reflection: What Does the Data Tell Us?

  26. Essential Questions to Ask After Formative Assessments • Which specific students did not demonstrate mastery? • Which instructional practices proved to be most effective? • What patterns can we identify from the student mistakes? • How can we improve this assessment? • What interventions are needed to provide failed students additional time and support?

  27. *WORK TIMETo Prepare for Day 3: Bring needed materials for a lesson and/or unit to create formative assessments for.

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