1. Staying “On Track” with Common Formative Assessments

2. Common Formative Assessment Agenda
8: Sign in – Housekeeping – Workshop Introduction
8:30 Learning Progressions & Pre-Assessments
8:45 Selected Response and Question Stems
9:15 Constructed Response and Prompts
9:45 Team Work
11:30 – 12:30 LUNCH BREAK
12:30 Team Work
3: Check In

3. Assessment is like the Little Engine that Could....
Assessment takes place continuously during the course of teaching and learning to provide teachers and students with feedback to close the gap between current learning and desired goals.
Assessment Reform Group 2002
It Never Stops!

4. Learning Progressions
BALANCED ASSESSMENT
HSD Elementary Assessment Framework. We will be looking at this throughout this training and how the assessment framework scaffolds from instructional daily assessment to common formative assessment. This scaffolding creates Balanced Assessment.
Learning Progressions
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5. Bridging Daily Assessments and Common Formative Assessments
Common Core State Standards
Daily Instruction
Learning Progressions

6. Quarter One Pre-Assessment Reading Informational Text
Learning Progressions with Adjustment Points (in purple). 1 2 3
Path to DOK - 1
Path to DOK - 2
End Goal
DOK 1 - Ka
DOK 1 - Kc
DOK 1 - Cf
DOK 2 - Ch
DOK 2 - Cj
DOK 2 - Cl
Standard
Locate details or examples in a text.
Understand the meaning of the words/terms: details, examples, refer, explicit, draw inferences
Answers who, what, when, where and how questions about details or examples that can be found explicitly in the text.
Asks or answers questions about details in a text demonstrating an understanding that details and examples can provide information explicitly found in the text (Contextual Development)
Draws basic inferences (not too implicit) using details and examples from the text.
Locates information that is explicitly found in the text or for drawing inferences.
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4 5 6
Path to DOK - 1
Path to DOK - 2
End Goal
DOK 1 - Ka
DOK 1 - Kc
DOK 1 - Cf
DOK 2 - Ch
DOK 2 – Ci
DOK 2 - Ck
DOK 2 - Cl
Standard
Recall or locate key details from a text discussed in class.
Define (understand meaning of…) terms: theme, key details, main idea, summarize, text/passage/story/selection
Answers who, what, when, where and how questions about the characters, setting and events of the story (problem/solution)
Specify how key details support a main idea (concept development).
Summarize the events of the story using the key details as a guide.
Determine the main idea of a text.
Locate explicit-implicit details in the text that support the main ideas and generalizations.
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Path to DOK - 1
Path to DOK - 2
Path to DOK - 3
End Goal
DOK 1 - Ka
DOK 1 - Kc
DOK 1 - Cf
DOK 2 - Ch
DOK 2 – Cj
DOK 2 – Ck
DOK 2 – ANs
DOK 3 - Cu
DOK 3 – ANz
Standard
Locate or recall basic facts in a historical, scientific, or technical text read and discussed in class.
Define terms: events, procedures, ideas, and concepts, historical, scientific and technical.
Describe what happened in a historical, scientific, or technical text (based on specifically asked questions).
Explain why an event happened based on specific information in a historical, scientific, or technical text (cause and effect).
Make basic inferences in informational text about what may happen and why using specific information.
Identify main ideas in a historical, scientific, or technical text.
Distinguish between relevant and irrelevant information in a historical, scientific, or technical text.
Explain ideas using specific information from a historical, scientific, or technical text. 
Analyze the interrelationship between an event in a historical text, analyzing what happened and why (continue for procedures, ideas or concepts).
Connect events to historical text.
Connect procedures to a technical text.
Connect ideas or concepts to a scientific text.
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 7 8 9 10
Part of daily instruction

7. ALL Students Move Forward!
Learning Progressions Guide Classroom Instructional Goals and Assessments from Informal Formative Assessments (IFAs) to Common Formative Assessments (CFAs).
ALL Students Move Forward!
Learning Progressions
Standard End Goal
Differentiated Instruction
Scaffolding
Re-Teaching
Gap Analysis
Equity – All Students Accessing Grade Level Standards
Tools for Teachers
Path to DOK - 1
Path to DOK - 2
End Goal
DOK 1 - Ka
DOK 1 - Kc
DOK 1 - Cf
DOK 2 - Ch
DOK 2 - Cj
DOK 2 - Cl
Standard
Locate details or examples in a text.
Understand the meaning of the words/terms: details, examples, refer, explicit, draw inferences
Answers who, what, when, where and how questions about details or examples that can be found explicitly in the text.
Asks or answers questions about details in a text demonstrating an understanding that details and examples can provide information explicitly found in the text (Contextual Development)
Draws basic inferences (not too implicit) using details and examples from the text.
Locates information that is explicitly found in the text or for drawing inferences.
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
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8. The adjustment points (in purple) are important developmental steps toward the end goal that can be assessed.
Path to DOK - 1
Path to DOK - 2
End Goal
DOK 1 - Ka
DOK 1 - Kc
DOK 1 - Cf
DOK 2 - Ch
DOK 2 - Cj
DOK 2 - Cl
Standard
Locate details or examples in a text.
Understand the meaning of the words/terms: details, examples, refer, explicit, draw inferences
Answers who, what, when, where and how questions about details or examples that can be found explicitly in the text.
Asks or answers questions about details in a text demonstrating an understanding that details and examples can provide information explicitly found in the text (Contextual Development)
Draws basic inferences (not too implicit) using details and examples from the text.
Locates information that is explicitly found in the text or for drawing inferences.
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

9. The pre-assessment can be used for differentiation and scaffolding to the CCS Standard (end goal).
Path to DOK - 1
Path to DOK - 2
End Goal
DOK 1 - Ka
DOK 1 - Kc
DOK 1 - Cf
DOK 2 - Ch
DOK 2 - Cj
DOK 2 - Cl
Standard
Locate details or examples in a text.
Understand the meaning of the words/terms: details, examples, refer, explicit, draw inferences
Answers who, what, when, where and how questions about details or examples that can be found explicitly in the text.
Asks or answers questions about details in a text demonstrating an understanding that details and examples can provide information explicitly found in the text (Contextual Development)
Draws basic inferences (not too implicit) using details and examples from the text.
Locates information that is explicitly found in the text or for drawing inferences.
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

10. Assessing Adjustment Points for Standard RI.4.2
Class Form Check-List

11. What targets are we assessing for quarter one?
Reading Assessment 
Daily instructional assessments (IFAs) scaffold and assess each individual standard.
Common Formative Assessments measure the reading Assessment Targets. Assessment targets have one or more standards being assessed.
Literature Assessment Targets
Standards
1. Key Details
1, 3
2. Central Ideas 2
3. Word Meanings 4
4. Reasoning and Evidence
2,3,6
5. Analysis within/across Texts 9
6. Text Structures and Features
5,7
7. Language Use
Grade 3
Informational Assessment Targets
Standards
8. Key Details
1, 3
9. Central Ideas 2
10. Word Meanings 4
11. Reasoning and Evidence
6,8,9
12. Analysis within/across Texts 9
13. Text Structures and Features
5,7
14. Language Use L5
Different per grade – fly in SBAC form again as a resource
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12. What standards are we assessing for quarter one?
Learning Goal
Standard RI.1
Standard RI.2
Standard RI.3
IFA
Informational Text
Learning Progressions
Informational Read to Write W.2
Model Writing
Plan
Revise
Edit
Present
CFA
Developed by Teachers
Measures Probability (of students performance of informational text understanding on interim assessments).
Format of State Assessment
SR CR PT TE
Quarter One
Reading Informational Text
CFA
Informational Text
Reading Assessment Targets
8. Key Details
(RI.3.3)
11. Reasoning and Thinking
(RI.3.6, RI.3.9)
Writing Assessment Target
Informational Writing (W.2)
Dayle – Holly’s Background info. can go here….
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13. How will we assess standards RI.1, 2 and 3?
15 Selected Response
3 Constructed Response
We can assess Literacy Habits & Dispositions, 2-Making Meaning at the Word Level, 4-Reading Informational Texts, “Reading Literary Texts”

14. Stimulus 2. Stem 3. Options 4. Distractors
Which sentence best describes a bottleneck dolphin?
Components of a Selected Response…
Stimulus
2. Stem
3. Options
4. Distractors
For the easiest questions 100%, or close to 100%, of the students will choose the correct answer, which doesn’t provide a lot of information.
But for the more difficult questions you will see higher percentages for each of the distractors. If you have written the distractors properly (i.e. as plausible choices) this gives you a lot of information about where your students have misconceptions about the material—information that you can then use for meaningful remediation.
So the more plausible the distractors are as correct answers, the more difficult the question.

15. 2. Develop Possible Standard Stems first.
Writing a good selected response question
starts with understanding the standard.
RI DOK - 2
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
I Use To
About
A means to an end – the strategy
Develops a specific skill set
content, topic, subject, main idea, theme, concept, idea
details and examples
explain
inferences
draw
what text says

16. 2. Develop Possible Standard Stems first.
DOK 2
Skills and Concepts 2
I am asking students to use information or conceptual knowledge using two or more steps.
Explain
What text says
Details and examples
Draw
Inferences
Which statement best explains _____?
What can you infer about ____?
What specific examples from the text support ___?

17. Which statement best explains _____?
1. Develop the Stimulus Stem second.
Before you develop stimulus (text) stems (questions) read the text.
Change the standard stems to text stems with the addition of only a few words.
Change This Standard Stem
Which statement best explains _____?
To a Stimulus Stem
Which statement best explains why the scientists wanted to track the animals?
The DOK-2 level for this standard is Skills and Concepts. The concept is inferring. Because this is a “why” question the student must be able to explain what the text says about the topic (tracking animals) and infer a cause and effect.

18. Standard
Stem Planning Sheet

19. 4. Distractors
Students may have selected the incorrect answer (a distractor) for a number of reasons. Some of these may include:
Not understanding how to apply the standard skill.
Inference
Not clarifying the question
Lack of Vocabulary Strategies
Errors of reasoning
Not understanding how to apply the standard strategy.
Failing to go back to the text to prove your answer
oral language.
Pronoun confusion
low level thinking
Student takes a very long time to read a short passage – too difficult
Over-generalizing
Student may not be making
connections as they read – not connecting to prior knowledge.
not reading deeply enough Student may read but realize afterwards that they were thinking about something else.
Student may miss the meaning of passages due to lack of knowledge of word meaning - vocabulary

20. 1. Stimulus 2. Stem 3. Options 4. Distractors Reading Assessment
Selected Response
1. Stimulus
Why was Edison able to build his first shop in Newark, New Jersey?
2. Stem
3. Options
He had more free time because he was fired from another job.
He inherited a building after someone in his family died.
He found an investor willing to buy him a building.
He made money when he sold an invention.
Note: The ability to refer to details and examples in support of claims, inferences and conclusions is so central to reading that Reading Standard 1 is considered a component of each of the summative assessment targets set forth for Claim #1.
4. Distractors
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21. Assessing the Adjustment Points on the Learning Progressions
Grade Level Pre-Assessments...
Standard RI.2 - Main Idea
What can we learn from the pre-assessment distractors for
Standard RI.2, Question # 6?
We can apply what we learn from the distractors on the pre-assessment to writing our CFA for quarter one.

22. 3. More About Options Not so Good Good
Lincoln was assassinated by
a. Lee Harvey Oswald b. John Wilkes Booth* c. Oswald Garrison Villard d. Ozzie Osbourne
Which of the following is a true statement?
In addition to the nucleolus ___ are organelles that contain DNA.
Which sea-animal is known as the “sea predator?”
Sharks
Other Predators
All of the Above
None of the Above
In which layer is air pressure the greatest?
Stratosphere.
Troposphere.
Mesosphere.
Thermosphere.
A water type extinguisher is good for burning out all of the following except...
Guidelines for Writing SR Questions
(multiple choice questions)
What characteristics of George Washington were often seen during battles?
In addition to the nucleolus which organelles contain DNA?
Which sea-animal is known as the “sea predator?”
Sharks
Blue Whales
Sea Turtles
Jellyfish
In which layer is air pressure the greatest?
Stratosphere
Nearest the Earth
Mesophere
Thermosphere
Lincoln was assassinated by
a. Lee Harvey Oswald b. John Wilkes Booth* c. Oswald Garrison Villard d. Louis Guiteau
Which of the following is not true? Or...
All are true except....
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23. Selected Response
Place the standard here:
RI.4.2
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
Change the standard to a question with the addition of only a few words.
Write three distractors and one correct answer. a) b)
c ) d)

24. Use the On-Line CFA Worksheet for Final Selected Response Stems and Options
Pages 1 – 8 are SR
Don’t forget title

25. Components of a Constructed Response… 1. Stimulus
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect
Project Mercury
Project Mercury was a NASA program. It launched the first
Americans into space. Astronauts made six flights during the
Mercury project. Two of those went to space and came right
back down. Four of them went into orbit and circled Earth.
NASA chose seven astronauts for Project Mercury in It
was one of the first things NASA did. NASA was only six months
old.
Before astronauts flew, NASA had test flights. People were
not on these launches. The flights let NASA find and fix
problems. The first Atlas rocket that launched with a Mercury
capsule exploded. The first Mercury-Redstone launch only went
about four inches off the ground. NASA learned from these
problems. NASA learned how to fix them. NASA made the
rockets safer. Three other "astronauts" also helped make
Mercury safer. A rhesus monkey, Sam, and two chimpanzees,
Ham and Enos, flew in Mercury capsules.
Enos even made two orbits around Earth. NASA learned a lot from Project Mercury. NASA learned how to put people in orbit. It learned how people could live and work in space. NASA learned how to fly a spacecraft. These lessons were very important. NASA used them in later space projects.
Target: Key Details
2. Stem
Item Prompt (Stem):
Write a paragraph explaining what lessons NASA learned from Project Mercury. Explain why these lessons were important.
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26. Scoring Answer Key 3 Rubric 2 1 The response:
• gives essential elements of a complete interpretation of the prompt
• addresses many aspects of the task and provides sufficient relevant evidence to support development
• is focused and organized, consistently addressing the purpose, audience, and task
• includes sentences of varied length and structure 2
• gives some of the elements of an interpretation of the prompt
• addresses some aspects of the task and provides some evidence to support development
• has a focus but lacks strong organization and inconsistently addresses the purpose, audience, and task.
• includes sentences of somewhat varied length and structure 1
• gives minimal elements of an interpretation of the prompt
• addresses few aspects of the task and provides little relevant evidence to support development.
• lacks focus and organization and generally does not address the purpose, audience, and task.
• includes sentences with little variety in length and structure
The response does not meet any of the criteria.
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27. 2. Scoring Information Scoring Notes
The Response may include, but is not limited to:
NASA learned a lot from many test flights preparing for Project Mercury. People were not on the test flights because it might have been dangerous. One Mercury capsule exploded and one only went four inches off the ground. They learned from problems during the test flights. They made the rockets safer. The first astronauts were three chimpanzees. NASA learned how to make the rockets so safe that seven Americans were chosen to go into space.
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28. Sample Responses 3
NASA learned a lot from many test flights preparing for Project Mercury. People were not on the test flights because it might have been dangerous. One Mercury capsule exploded and one only went four inches off the ground. They learned from problems during the test flights. They made the rockets safer. The first astronauts were three chimpanzees. NASA learned how to make the rockets so safe that seven Americans were chosen to go into space. 2
NASA learned from Project Mercury. They had test flights to learn from. Sometimes it wasn’t safe because a rocket exploded. Rockets should be safe. Finally they got it right. 1
The rockets were not safe. The astronauts could not fly.
The monkeys were hungry.
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29. 3 2 1 Constructed Response Completed Answer Key
a. Item Prompt (Stem):Write a paragraph explaining what lessons NASA learned from Project Mercury. Explain why these lessons were important.
b. Scoring Notes :NASA learned a lot from many test flights preparing for Project Mercury. People were not on the test flights because it might have been dangerous. One Mercury capsule exploded and one only went four inches off the ground. They learned from problems during the test flights. They made the rockets safer. The first astronauts were three chimpanzees. NASA learned how to make the rockets so safe that seven Americans were chosen to go into space. 3
Sample Response
NASA learned a lot from many test flights preparing for Project Mercury. People were not on the test flights because it might have been dangerous. One Mercury capsule exploded and one only went four inches off the ground. They learned from problems during the test flights. They made the rockets safer. The first astronauts were three chimpanzees. NASA learned how to make the rockets so safe that seven Americans were chosen to go into space. 2
NASA learned from Project Mercury. They had test flights to learn from. Sometimes it wasn’t safe because a rocket exploded. Rockets should be safe. Finally they got it right 1
The rockets were not safe. The astronauts could not fly.
yhe monkeys were hungry.
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30. Constructed Response
Use the On-Line CFA Worksheet for Final Constructed Response Answer Key
Item Prompt (Stem):
Scoring Notes: 3
Sample Response 2 1

31. 3 2 1 3-Point Constructed Response Rubric (SBAC) The response:
• gives essential elements of a complete interpretation of the prompt
• addresses many aspects of the task and provides sufficient relevant evidence to support development
• is focused and organized, consistently addressing the purpose, audience, and task
• includes sentences of varied length and structure 2
• gives some of the elements of an interpretation of the prompt
• addresses some aspects of the task and provides some evidence to support development
• has a focus but lacks strong organization and inconsistently addresses the purpose, audience, and task.
• includes sentences of somewhat varied length and structure 1
• gives minimal elements of an interpretation of the prompt
• addresses few aspects of the task and provides little relevant evidence to support development.
• lacks focus and organization and generally does not address the purpose, audience, and task.
• includes sentences with little variety in length and structure
The response does not meet any of the criteria.

32. CFA Completion Report Grade Level _______
Common Formative Assessment Completion Report
CFA Completion Report
Grade Level _______
Team Members:
 Selected Response Standard 1 1 2 3  4 5 6 7 8 9 10 11 12 13 14 15
 Selected Response Standard 2
 Selected Response Standard 3
Constructed Response Standard 1
Comments
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33. Resources To access these web links, view this power point as a “show
Item and Task Specifications for ELA
SBAC Content Specifications for Summative ELA
More info. on how claims were developed with CCSS
Determining Assessment Criteria based on CCSS
David Coleman working with CCSS to determine assessment claims and targets.
Assessment Stimulus Specifications (materials used)
Smarter Balanced assessments are similar to and different from stimuli used in traditional assessments. These guidelines will provide parameters for stimulus use.
Four Types of Assessments
Understanding SR (selected response), CR (constructed response), PT (performance tasks) and TE (technology enhanced) test types.
ECD Evidence Centered Design
Understanding the concept of Evidence Centered Design (sometimes known as Evidenced Based Design).
Claims and Targets for Literary and Informational Text
A list of grade 4, 8 and 11 claims and targets can be used for any grade in elementary, middle and high school
by replacing grade level standards.
Smarter Balanced Assessment Consortium Home Page
Many links about everything SBAC!
Text Complexity
Rubrics to assess text complexity in literary and informational text.
An archived list of children’s books
This list is deemed exemplary by the American Library Association.
2013 Susan Gendron SBAC Presentation
Assessment Reform Group
Text Structure Sources
Common Core Resources

34. Resources and References
Learning progressions in K-8 classrooms: How progress maps can
influence classroom practice and perceptions and help teachers
make more informed instructional decisions in support of struggling
learners. Hess, K. (2012) – also includes citations in this PowerPoint
National Conference on Student Assessment Minneapolis, MN June Dr. Karin Hess, Center for Assessment
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