Summative Assessment:

Classroom Curriculum Assessment Summative Assessment: Traditional Test Book pgs. 9 - 12

Classroom Curriculum Assessment Assessment StructureTraditional Tests Unit Assessments Formative Summative Traditional Test Performance Assessment Informal Formal

Classroom Curriculum Assessment Purpose of the Traditional Test Assess “Important to Know” knowledge from the Acquiring and Integrating Phase. Assess the idea- and concept-webs that make up the Unit Concept and Goal. Inform both teacher and student about areas for improvement.

Classroom Curriculum Assessment Test Structure and format • A 100-point test could be constructed as follows:

Classroom Curriculum Assessment Test Structure and format Note: 80% of the traditional test is accessible to all students. Assuming a 90-80-70-60 grading scale, even if students miss 10 points on this part of the test, they show achievement of the Unit Goal • A 100-point test could be constructed as follows:

Classroom Curriculum Assessment Test Structure and format • A 100-point test could be constructed as follows:

Classroom Curriculum Assessment Test Structure and format:Sample Test Question – Kindergarten Music Questions that address Core Concepts and Skills Unit Goal: SWBAT describe situations in daily life where music is experienced. Orally with each student… Describe three times or places that you might hear music, other than in music class. What are some different types of music?

Test Structure and FormatQuestions that address Core Concepts and SkillsSample Test Question – K-Music –Alternative format or tiered assessment. Circle the pictures that show a time or place where music may be experienced. At the circus At the library ACE Collaborative 2011 At a birthday party At church

Test Structure and FormatQuestions that address Core Concepts and SkillsSample Test Questions: HS Intro to 3-D Art • SWBAT create a standing, balanced sculpture following design criteria. • Explain the design criteria that you will use in designing your sculpture. • Define what is meant by the term “balanced” in reference to a balanced sculpture. • The questions relate directly to the unit concept and are leading towards the performance, which will come later. The are unsophisticated and represent material covered in class. ACE Collaborative 2011

Classroom Curriculum Assessment Test Structure and format:Sample Test Question – HS Intro to 3D Art Questions that connect core concepts with Previous Enduring Understandings Unit Goal: SWBAT create a standing, balanced sculpture following design criteria. In the last unit we created a clay box utilizing elements of design. In this unit we will be creating a balanced sculpture. Compare and contrast the design elements used for these two projects.

Test Structure and format:Sample Test Question – HS MUSIC ACE Collaborative 2011 Questions that assess Course and T/D Outcomes • T/D Outcome: SWBAT critique live and pre-recorded musical performances. • Explain what qualities you listen for when critiquing a piece of music. • Complete the descriptions in the graphic organizer to indicate the qualities that one uses when critiquing a piece of music.

Test Structure and format:Sample Test Question – HS MUSIC ACE Collaborative 2011 Unsophisticated content literacy questions • T/D Outcome: SWBAT critique live and pre-recorded musical performances. • Explain what qualities you listen for when critiquing a piece of music. • Content Literacy Standards: • Make arguments or claims and support those with the use of data, evidence, and reason • Apply domain-specific vocabulary through writing exercises unique to each discipline

Classroom Curriculum Assessment Test Structure and format:Sample Test Questions Unsophisticated Questions that address the Unit Goal/Concept Unit Goal SWBAT analyze how a theme is expressed differently through the lens of various artists. Describe how the theme of love is expressed in BB King’s Ask Me No Questions as compared to I’ve Got a Woman by Ray Charles.

Classroom Curriculum Assessment Test Structure and format: Sample Test Questions Sophisticated Questions that address the Unit Goal/Concept Unit Goal SWBAT analyze how a theme is expressed differently through the lens of various artists. Analyze the lyrics of I’ve Got A Woman by Ray Charles and Ask Me No Questions by BB King. Citing 3 sets of lyrics, explain how each song speaks of love and show evidence to support your claims.

Classroom Curriculum Assessment Writing Test Questions • Adapt Publisher-created Tests • Develop a library of questions from multiple textbooks • Choose questions that assess your Unit Goal/Concept • Ensure that the test includes unsophisticated and sophisticated questions • Create Your Own Questions • Think about alternative question types • Concept Maps • Diagrams, Maps, Political Cartoons • Questions based on previous labs or demonstrations

Classroom Curriculum Assessment Test Components that Benefit All Students Focus on the Unit’s “Knowledge Important to Know” Begin with questions that instill confidence in students Assess Unit Goal achievement at different levels of sophistication Gauge a comfortable test length Focus on content rather than reading

Classroom Curriculum Assessment Unhelpful Test Components Too many “Nice to Know” Questions Too few questions at the Unit Goal level “Extra Credit” questions “Retests” for partial credit

Classroom Curriculum Assessment Test Grades and the Unit Structure • What if you are surprised by low test grades? • The teacher did not provide enough or effective formal formative assessments Or • Students did not take advantage of the information provided by the formative assessments • Test results may require adjustments to the E&R lesson plans to address student needs. • The Performance Assessment gives students another opportunity to demonstrate Unit Goal achievement.

Classroom Curriculum Assessment Take Home Points Traditional Tests need not be long, just focused on core concepts and the Unit Goal. When appropriate, tests should measure content achievement, not reading ability. Traditional tests should give all students the ability to show mastery of the Unit Goal at different levels of sophistication.

Classroom Curriculum Assessment Traditional Test Goal Questions For the 2ndDiocesan Unit Goal, develop • Two unsophisticated TT questions that assesses Basic Proficiency of Goal achievement • One challenging TT question that assesses Proficiency of Goal achievement • One sophisticated TT question that assesses Advanced Proficiency of Goal achievement • From 2nd grade upward, all Goal questions involve writing in some way.

Classroom Curriculum Assessment Traditional Test Goal Questions For the 2nd Diocesan Unit Goal, develop

Summative Assessment: