common formative assessments

COMMON FORMATI

VE

ASSESSMENTS

D A Y 2

ALL OF THESE ASSESSMENT TYPES CAN BE USED IN FORMATIVE ASSESSMENTS.

Selected Response Item

Performance Response Item

Constructed Response Item

Target Concept/skill

within the essential standard(I Can…)

FORMATIVE ASSESSMENTS HELP TEACHERS AND TEAMS MAKE CHOICES

• Go on with the next lesson• Re-teach the previous lesson or part of it• Clarify some aspects that are not quite

understood• Intervene with certain groups or

individuals• Offer enrichment or extensions to certain

groups or individuals• Evaluate the items on the assessment

instrument

COMMON FORMATIVE ASSESSMENT: A PROCESS, NOT A TEST

Moreover, it is a planned team process.

THE KEY TO FORMATIVE ASSESSMENTS IS MAKING

ADJUSTMENTS IN TEACHING

• Know your purpose• Choose the right type of

assessment• Gain evidence of student learning• Make accurate inferences to guide

next steps.James Popham

DESIGNING QUALITY ASSESSMENTS

CFA CYCLE: TEACH-RETEACH STEPS

Teach the essentials learning

outcomes

Assess essentials using the common

formative assessme

ntsBring

results data to

instructional team

Team looks at data and

determines student

needs

Individual teachers

adjust and re-teach

DEVELOPING COMMON FORMATIVE ASSESSMENTS

1. Select one of the priority standards that your team unwrapped.

2. For each conceptual, procedural, and representational understanding, develop assessment items.

a. Consider several items per essentialb. Consider different types of items for

each essential

3.G.1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

3.G.2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

Reason w/ Shapes and their Attributes – 3rd Grade

REASON W/ SHAPES AND THEIR ATTRIBUTESShapesCategories Rhombus Rectangle Others

Larger Categories Shared Attributes

QuadrilateralsFour Sides

RhombusesSquaresRectangles

Non Examples• Parts w/ equal Areas• Unit Fraction of Whole

Conceptual

ProceduralUnderstand (categories of

shapes w/ shared Attributes)Recognize (Larger categories

w/ shared attributes)Partition (Shapes into Parts

w/ equal areas)Express (area—unit fraction

of whole)

RepresentationalDraw (Quadrilaterals not equal to rhombus, rectangles, squares)

What fractional part is colored red in this rectangle?1. 1/42. 1/23. 1/84. 1/3

Selected Response Item

CONSTRUCTED RESPONSE

Write a sentence that describes the white squares.

PERFORMANCE ITEM

This square represents a birthday cake. Nine kids come to the party, but only six ate a piece of cake. First cut the cake into nine equal parts. Then color six pieces that were eaten. Express how much of the cake is left as a fraction.

• Clear, best answer• Test critical thinking, ability to

evaluateWhen you ask for best answer, it

implies that ALL of the distracters are correct, but one is better than another

BEST ANSWER PREFERABLE TO CORRECT ANSWER

John said that _____ would not allow him to be happy.

Don’t use incomplete question stems

INCOMPLETE QUESTIONS STEM

Which of the following is NOT allowed under the constitution:

ABCD

NEGATIVE QUESTION STEM

A pachyderm is anA. parrotB. elephantC. hogD. monkey

UNINTENTIONAL CLUES

The difference between two numbers is always equal to or less than the larger number

• True• False

A QUESTION TO PONDER

WE THE PEOPLE

1. Ratifies foreign treaties

2. Creates laws3. Has veto power4. Decides if laws are

working fairly5. Represents US in the

world

A. Executive BranchB. Legislative BranchC. Judicial Branch

Grade 5: Government: Essay: Explain the basic principles of the US government, including structures and functions of the federal government.

MATCHING: Match the function of the branches of government with the correct branch of government. Answers can be used more than once.

True/False___ The constitutional notion of

popular sovereignty ensures that everyone has the right to vote. (Determine)

___The Constitution has changed over time so more people have the right to vote. (Determine)

TRUE/FALSE

Students must generate a response to a question.

Short constructed response: word, phrase, sentence, single problem

Extended constructed responseList 3 examples from the article that show how the concept of ….. In your own words, explain how each example you choose support the articles central idea. Be sure to avoid personal opinion or judgment as you create and explain your list (PROVIDE, DEMONSTRATE, USE, SUPPORT)

CONSTRUCTED RESPONSE ITEMS