1. Day 2: Formative Assessment Design & Tools

2. Design Process

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

4.  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. 1) Decide What to Assess 2) Decide How to Assess 3) Develop the Assessment Plan 4) Determine the Timeline 5) Write the Assessment 6) Review the Assessment Before Administration 7) Set Proficiency Criteria and Decide How to Gather the Data *Details for key steps on following slides.

6.  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. CCSS Place Value Standards - Unpacked: http://www.corestandards.org/ 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.  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.  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. 1)Selected Response (Requires students to select the correct answer) Multiple Choice Matching True/False 2)Constructed and Extended Written Response (Requires students to provide their own answer) Short and Long Essays Complete a Graphic Organizer Solving a Math Problem 3)Performance Assessments (Requires students to perform in front of the teacher, who uses a rubric to assess) Oral Reports Demonstrations Creating a Product

11.  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.  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. Learning TargetKnowledge (Selected Response) Application (Constructed Response) AnalysisEvaluationTotal Items/ Total Time Read and write 4-digit numbers in standard form. Four constructed responses (2 read and 2 write) Total Items: 4 items Total Time: 3 minutes Read and write 4-digit numbers in expanded form. Four constructed responses (2 read and 2 write) Total Items: 4 items Total Time: 3 minutes Read and write 4-digit numbers in word form. Four constructed responses (write only) Total Items: 4 items Total Time: 3 minutes Explain how digits within a multi-digit whole number relate to each other by their place value. One constructed response (short answer) Total Items: 1 item Total Time: 3 minutes

14.  How often should our team administer a common formative assessment? Recommendations:  Administer a common assessment every 1-3 weeks.

15. WeekDayPower Standard Focus (Skills or Concepts) Materials and Lessons 1MondayStandard 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. (Base 10 System) TuesdayStandard 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. Wednesday LT: Read and write 4-digit numbers in expanded form. Thursday LT: Read and write 4-digit numbers in word form. Friday (Combine) Read and write 4-digit numbers in standard, expanded, and word forms. 2Monday Review and Practice Learning Targets 1-4 Administer Place Value Common Formative Assessment #1 (15 Minutes)

16.  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.  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.  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.  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.  Formative Math Assessment #1 for a 4 th Grade Place Value Unit ~ See back of your packet

21. 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. 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.  The fourth grade team agreed on a proficiency level of 3 out of 4 items being answered correctly for each learning target.

24. Gather and organize your data according to each learning target that was assessed. Learning Target Students Who Need More Time & Support Students Who Will Benefit From More Practice Students Who Will Benefit From Enrichment Target 1: Read and write 4-digit numbers in standard form. PennyLeonard Hofstadter Rajesh Koothrappali Howard Wolowitz Bernadette Rostenkowski Sheldon Cooper Amy Farrah Fowler Target 2: Read and write 4-digit numbers in expanded form. Penny Howard Wolowitz Leonard Hofstadter Rajesh Koothrappali Bernadette Rostenkowski Sheldon Cooper Amy Farrah Fowler Target 3: Read and write 4-digit numbers in word form. Penny Howard Wolowitz Leonard Hofstadter Rajesh Koothrappali Bernadette Rostenkowski Sheldon Cooper Amy Farrah Fowler Target 4: Explain how digits within a multi-digit whole number relate to each other by their place value. (Base 10 System) PennyLeonard Hofstadter Rajesh Koothrappali Howard Wolowitz Amy Farrah Fowler Bernadette Rostenkowski Sheldon Cooper

25. What Does the Data Tell Us?

26.  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. Bring needed materials for a lesson and/or unit to create formative assessments for.