Formative Assessments in the PLC Classroom

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Formative Assessments in the PLC Classroom

• Day 2 Formative Assessment Design Tools

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Formative Assessments

• Design Process

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Article

• Are Your Assessments
• Good, Not So Good,
• Or Great?

• What does a
• good
• formative
• assessment
• look like?

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Designing Quality Formative Assessments Key
Points

• 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

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Designing Quality Formative Assessments Key
Steps

• Decide What to Assess
• Decide How to Assess
• Develop the Assessment Plan
• Determine the Timeline
• Write the Assessment
• Review the Assessment Before Administration
• Set Proficiency Criteria and Decide How to Gather
  the Data
• Details for
  key steps on following slides.

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Step 1 Decide What to Assess

• 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?

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Step 1 Example 4th Grade Math

• CCSS Place Value Standards - Unpacked
  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 gt, , and lt 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.

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Step 1 Example 4th Grade Math

• 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.

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Step 1 Example 4th Grade Math FA 1

• 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.

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Step 2 Decide How to Assess

• Selected Response (Requires students to select
  the correct answer)
• Multiple Choice
• Matching
• True/False
• Constructed and Extended Written Response
• (Requires students to provide their own answer)
• Short and Long Essays
• Complete a Graphic Organizer
• Solving a Math Problem
• Performance Assessments
• (Requires students to perform in front of the
  teacher, who uses a rubric to assess)
• Oral Reports
• Demonstrations
• Creating a Product

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Step 2 Example 4th Grade Math FA 1

• 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

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Step 3 Develop the Assessment Plan

• 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.

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Step 3 Example 4th Grade Math FA 1
Learning Target Knowledge (Selected Response) Application (Constructed Response) Analysis Evaluation Total 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
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Step 4 Determine the Timeline

• How often should our team administer a common
  formative assessment?
• Recommendations
• Administer a common assessment every 1-3 weeks.

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Step 4 Example 4th Grade Math FA 1
Week Day Power Standard Focus (Skills or Concepts) Materials and Lessons
1 Monday 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. (Base 10 System)
Tuesday 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 gt, , and lt 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.
2 Monday Review and Practice Learning Targets 1-4 Administer Place Value Common Formative Assessment 1 (15 Minutes)
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Step 5a Write the Assessment

• 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.

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Step 5b Write the Assessment

• 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.

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Step 5c Write the Assessment

• 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.)

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Step 5d Write the Assessment

• 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.

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Step 5 Example 4th Grade Math FA 1

• Formative Math Assessment 1 for a 4th Grade
  Place Value Unit See back of your packet

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Step 6 Review the Assessment Before
Administration

• 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 doesnt interfere with the assessment?
• Are there zero freebie answer choices?
• Are constructed response items related to the
  real world?

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Step 7a Set Proficiency Criteria

• 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, 3proficient)

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Step 7a Example 4th Grade Math FA 1

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

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Step 7b Decide How to Gather theData

• 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. Penny Leonard 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) Penny Leonard Hofstadter Rajesh Koothrappali Howard Wolowitz Amy Farrah Fowler Bernadette Rostenkowski Sheldon Cooper
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Reflection

• What Does the Data Tell Us?

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Essential Questions to Ask After Formative
Assessments

• 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?

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WORK TIME To Prepare for Day 3

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