1. Designing Your Selected Response Assessment

2. Create a Cover Page Include: 1.A statement of purpose Is this an assessment FOR or OF learning (formative or summative), who are the users, what are the uses, where does this assessment fit in the plan for the unit? 2. The GLCEs or HSCEs the assessment addresses. 3.A target chart 1.Include each target 2.the numbers of each item matched to the targets, 3.and tell if the items are knowledge or reasoning. Samples follow… (high school and elementary)

3. Selected Response Assessment 9 th Grade Biology, Cells unit (partial) Purpose: The purpose of this formative assessment is to give the instructor an opportunity to evaluate the progress of students on several objectives. The learning targets address the students’ ability to explain the origin of certain cell organelles and differentiate processes of membrane transport. These concepts will be important in understanding learning targets in future units. The students will also demonstrate their understanding of some basic principles of scientific investigation. This assessment will allow the instructor to determine student readiness for the next learning target (designing an experiment). This assessment will be counted toward the students’ common assessment grade. This assessment will allow students an opportunity to evaluate their own comfort level with the learning targets. There will be additional opportunities to demonstrate mastery of these objectives. The assessment will contain multiple choice, matching, and true/false questions. Michigan Benchmarks for High School Biology B2.4g - Explain that some structures in the modern eukaryotic cell developed from early prokaryotes, such as mitochondria, and in plants, chloroplasts. B2.5h – Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, and active transport) Learning TargetKnowledge ItemsReasoning Items I can define prokaryote and eukaryote and give examples of each.2, 16 I can describe where mitochondria and chloroplasts come from.10 I can describe the evidence that explains where mitochondria and chloroplasts come from. 11 I can define osmosis, diffusion, and active transport.13, 14, 15 I can predict what will happen when cells are placed in a variety of solutions. 3, 5, 6, 7 I can determine if a process is osmosis, diffusion, or active transport based on how materials are moving into or out of a cell. 1, 4, 17, 18, 19, 20 I can describe the components of a good scientific experiment.128, 9

4. Grade Level: 1 st Unit: Money Clear Purpose: This formative assessment for learning will be given to first graders after they have been introduced to beginning concepts about coin money. The teacher will use the information to determine student understanding of coin money including names of coins, individual coin value, value of groups of coins, and writing amounts of money up to $1.00. Individual results will be used by the teacher to plan for remediation and/or further instruction for the remaining lessons of the money unit. Students need to have an understanding of these basic concepts as a foundation for adding and subtracting amounts of money as well as solving word problems involving money. Students will also use the assessment to self-assess and reflect on learning targets. The Student Analysis will provide students an opportunity to understand which targets have been mastered and which targets need extra practice. Based on the results of the assessment, students will be directed to appropriate math stations for remediation, extra practice, or enrichment. (Directions for Student Analysis and Math Stations are provided below.) Michigan Standards/Benchmarks: M.UN.01.04: Identify the different denominations of coins and dollars. M.UN.01.06: Tell the amount of money: in cents up to $1, in dollars up to $100. Use the symbols $ and ¢. M.PS.01.08: Solve one-step word problems using addition and/or subtraction of money including “how much more/less.” Clear Targets: Learning Targets Knowledge Item # Reasoning Item # I can name each coin.1, 2, 34 I can tell the value of each coin.5, 6 I can tell which group of coins has more value.7 I can tell the value of a group of same coins.8, 9, 10 I can write the amount of money using the cent symbol.8, 9, 10

5. Include Clear Directions Write them – even if you intend to read them to the students Directions: Provide complete directions, both for the overall test and for each item format. Directions include guidance for what is expected in the response as well as how to respond. 1. Directions tell the students the objective of the assessment 2. Directions tell students types of items found on the assessment 3. Directions tell students how many points items are worth 4. Directions tell students where to put name, hour, date, etc. 5. Directions tell students where to write their responses. 6. Directions tell students how much time they have to complete the assessment 7. Directions tell students what to do if they have questions 8. Directions tell students where to put assessment when finished 9. Directions tell students what to do when finished 10. Encouragement given.

6. Biology AName:Hr: Unit 1: Cells Test 2 Directions: Please write your full name and hour at the top of this page. Read all directions carefully and raise your hand if you are unsure what to do. Read each question and answer choice carefully. Here is a list of vocabulary words that you should know for this quiz: ProkaryoteEukaryote DiffusionOsmosis Active TransportHypothesis TheoryControl VariableObservation If you have questions about any other word or phrase on the test, raise your hand and I will help you. For each question, I am also asking to let me know whether you are sure or unsure of your answer. Your response to this part of the test will not affect your grade, but it will help both of us figure out later what questions you need the most help with. The test is divided into 3 sections: Multiple choice (11 points) True/False (5 points) Matching (4 points) Objective: We have been studying a number of important ideas and processes in Biology. It is important that you have mastered these ideas before we move on to future goals. This assessment is designed to give us both a measure of your progress on these recent objectives. You will be asked to demonstrate your knowledge of some of the basic concepts as well as your ability to apply that knowledge in new and meaningful ways. Don’t worry, you are well prepared for this test and should be successful! When you finish: Double check your test! When you are sure you are finished, turn your test into the tray for this hour. There is no talking allowed while students are testing. You should begin working on the assignment posted on the board until all students are finished. There is no time limit for this test.

7. Objective Types of questions and points Name and how to answer questions

8. Questions What to do if finished early Encouragement Where papers go when finished

9. Types of questions/formats Multiple Choice True/False Matching Fill-in-the-Blank At least 3 different types from the above At least 20 questions – K & 1 grades can be 10 questions

10. Have students indicate if they are sure or unsure for each question Note that capital letters should be used for the distracters.

11. Have students indicate if they are sure or unsure for each question Note that capital letters should be used for the distracters.

12. Self-Assessment Portion Let’s start by keeping track of how well you did on each of the learning targets. Fill in the table below by recording how many questions you got right and wrong and how many answers you were sure or unsure of. Leave the last column blank for now. Learning TargetQuestions# Right# Wrong# Sure# Unsure Do I need to work on this? 1. I can define prokaryote and eukaryote and give examples of each. 2, 16 2. I can describe where mitochondria and chloroplasts come from. 10 3. I can describe the evidence that explains where mitochondria and chloroplasts come from. 11 4. I can define osmosis, diffusion, and active transport. 13, 14, 15 5. I can predict what will happen when cells are placed in a variety of solutions. 3, 5, 6, 7 6. I can determine if a process is osmosis, diffusion, or active transport based on how materials are moving into or out of a cell. 1, 4, 17, 18, 19, 20 7. I can describe the components of a good scientific experiment. 8, 9, 12

14. Include an Answer Key

15. The two slides that follow contain the scoring guide which will be used to critique your Selected Response Assessment by your Learning Team members: “Keys to Quality”. The overall rubric for the Unit of Instruction which includes your SRA, EWRA, and PTA is located at the end of the syllabus.