1. COMMON FORMATIVE ASSESSMENTS DAY 2

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…)

3. 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 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

4. COMMON FORMATIVE ASSESSMENT: A PROCESS, NOT A TEST Moreover, it is a planned team process.

5. THE KEY TO FORMATIVE ASSESSMENTS IS MAKING ADJUSTMENTS IN TEACHING

6. 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

7. CFA CYCLE: TEACH-RETEACH STEPS Teach the essentials learning outcomes Assess essentials using the common formative assessments Bring results data to instructional team Team looks at data and determines student needs Individual teachers adjust and re- teach

8. 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 essential b.Consider different types of items for each essential

9. 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 – 3 rd Grade

10. REASON W/ SHAPES AND THEIR ATTRIBUTES Shapes Categories  Rhombus  Rectangle  Others Larger Categories  Shared Attributes  Quadrilaterals  Four Sides  Rhombuses  Squares  Rectangles  Non Examples Parts w/ equal Areas Unit Fraction of Whole ConceptualProcedural Understand (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) Representational Draw (Quadrilaterals not equal to rhombus, rectangles, squares)

11. What fractional part is colored red in this rectangle? 1.1/4 2.1/2 3.1/8 4.1/3 Selected Response Item

12. CONSTRUCTED RESPONSE Write a sentence that describes the white squares.

13. 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.

14. Clear, best answer Test critical thinking, ability to evaluate When 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

15. John said that _____ would not allow him to be happy.  Don’t use incomplete question stems INCOMPLETE QUESTIONS STEM

16. Which of the following is NOT allowed under the constitution: A B C D NEGATIVE QUESTION STEM

17. A pachyderm is an A. parrot B. elephant C. hog D. monkey UNINTENTIONAL CLUES

18. The difference between two numbers is always equal to or less than the larger number True False A QUESTION TO PONDER

19. WE THE PEOPLE 1. Ratifies foreign treaties 2. Creates laws 3. Has veto power 4. Decides if laws are working fairly 5. Represents US in the world A. Executive Branch B. Legislative Branch C. 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.

20. 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

21. Students must generate a response to a question.  Short constructed response: word, phrase, sentence, single problem  Extended constructed response  List 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