Common Formative Assessments

Assessments & Rubrics

Marcia HudzikA.C. Reynolds Staff Development

October 29, 2013

How do we know when students are learning?

Assessment for Learning

Formative: given before and during the teaching process

Diagnostic: intended to be used as a guide to improve teaching and learning

Turn and Talk

With your PLC discuss the question…

How do we assess students and provide feedback that increases student learning?

Measures of Student Learning

Classwork

Quizzes

End of unit Tests

Exams

Almost all assessments can be formative

It depends on how we use them!

Why Use Common Formative Assessments?

Measurable Student Learning Skills Content Application/Analysis

Teacher Learning Adjustments to content Refine teaching of skills Opportunities to increase student learning

Information Learned from CFA’s

Identify which students did or did not demonstrate mastery of essential standards

Identify effective instructional practices

Identify patterns of student mistakes

Measure accuracy of assessment

Plan and target interventions

Formative Assessment Cycle

Common Core &

Essential Standards

The Good, the not so good, & Great!

Good assessments Quizzes Short written responses Classroom/Homework Assignments

Formative…if…. Administered for feedback Risk Free Chance to improve learning

Not so good…

Administered….Graded….Returned

With no chance for….

Intervention Extension Demonstration of increased

learning

Great Assessments!

Tied to clear learning goals

Fair, Short & targeted to match what has been taught

Teacher team analysis to pinpoint specific learning problems/experience

Instructional actions to address intervention/enrichment

Taking action in a timely manner

How do I create a CFA?Backwards Design

Identify content or skill to be assessed-essential content standard

-common core skill

Consider:

1. Which targets are most likely to cause certain students difficulty?

2. Which targets are most important or prerequisite skills for information to come later in this unit?

3. Which targets are absolutely necessary for students to know?

Decide how to Assess choose the most appropriate assessment method

Assessment Plan Type and # of items Length of assessment

Timeline Time to administer, score and meet to compare results

Write the assessment/rubric Use guidelines for quality while writing assessment What is a proficient score?

Match Targets & Methods

Targets

Knowledge mastery

Reasoning proficiency

Skills

Ability to create Products

Methods

Selected ConstructedPerformanceRespone Response Task

Types of Assessments

Exit cards

Agree/disagree statements

Observation checklists

Bullet points

Brief performance tasks

Graphic Organizers

Frayer Models

The list goes on & on & on

How Often?

Enough to gain useful information

Not so much that it overwhelms

2-3 times per unit….

What works best for your team?

NC CCES Links

Essential Standards – all subjects http://www.ncpublicschools.org/acre/standards/new-

standards/

Common Core – Math and ELA http://www.ncpublicschools.org/acre/standards/common-c

ore/

Unpacking standards – all subjects http://www.ncpublicschools.org/acre/standards/support-to

ols/#unpacking

LiveBinders & LEARN NC

Social Studies http://www.livebinders.com/play/play_or_edit?id=112587

ELA http://www.livebinders.com/play/play/297779

Formative Assessments at LEARN NC http://www.learnnc.org/lp/pages/5992

Formative Assessment Help

http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html Very deep and many can be adapted for common use

Sample Math Assessments Sequence math problem solving

Types of equations to correct graphs

http://allthingsassessment.info/pdf/links/samplemath.pdf

http://apps.educationnorthwest.org/toolkit98/sample.html#Examples Sample rubric for all types of Math assessments

Sample English/History Assessment

Goal…

It’s not about grading…

It’s about feedback

Turn and talk

What feedback practices do you find to be effective in your course?

(i.e. feedback that promotes student learning)

Rubrics – effective feedback

Analytic or Holistic?

Analytic To assess each criteria separately

Holistic To quickly review student work

Holistic Rubric Parts

4 – Distinguished - list knowledge/skills descriptors

3- Proficient - list knowledge/skills descriptors

2- Developing - list knowledge/skills descriptors

1- Beginning - list knowledge/skills descriptors

Analytic Rubric Parts

1. Task Description

2. Levels of Performance

3. Dimensions or criteria for task

4. Description of the dimensions

Sample Rubric

TASK DESCRIPTION:

Links for Rubric Construction

http://catcher.sandiego.edu/items/cee/charting_your_course_1_20_2011%205.pdf

http://www.marzanoresearch.com/resources/proficiency-scale-bank

http://www.uen.org/Rubric/rubric.cgi?rubric_id=13 For math problems