Common Formative Assessments
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COMMON FORMATI
VE
ASSESSMENTS
D A Y 2
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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…)
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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
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COMMON FORMATIVE ASSESSMENT: A PROCESS, NOT A TEST
Moreover, it is a planned team process.
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THE KEY TO FORMATIVE ASSESSMENTS IS MAKING
ADJUSTMENTS IN TEACHING
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• 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
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CFA CYCLE: TEACH-RETEACH STEPS
Teach the essentials learning
outcomes
Assess essentials using the common
formative assessme
ntsBring
results data to
instructional team
Team looks at data and
determines student
needs
Individual teachers
adjust and re-teach
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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 essentialb. Consider different types of items for
each essential
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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 – 3rd Grade
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REASON W/ SHAPES AND THEIR ATTRIBUTESShapesCategories Rhombus Rectangle Others
Larger Categories Shared Attributes
QuadrilateralsFour Sides
RhombusesSquaresRectangles
Non Examples• Parts w/ equal Areas• Unit Fraction of Whole
Conceptual
ProceduralUnderstand (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)
RepresentationalDraw (Quadrilaterals not equal to rhombus, rectangles, squares)
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What fractional part is colored red in this rectangle?1. 1/42. 1/23. 1/84. 1/3
Selected Response Item
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CONSTRUCTED RESPONSE
Write a sentence that describes the white squares.
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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.
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• Clear, best answer• Test critical thinking, ability to
evaluateWhen 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
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John said that _____ would not allow him to be happy.
Don’t use incomplete question stems
INCOMPLETE QUESTIONS STEM
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Which of the following is NOT allowed under the constitution:
ABCD
NEGATIVE QUESTION STEM
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A pachyderm is anA. parrotB. elephantC. hogD. monkey
UNINTENTIONAL CLUES
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The difference between two numbers is always equal to or less than the larger number
• True• False
A QUESTION TO PONDER
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WE THE PEOPLE
1. Ratifies foreign treaties
2. Creates laws3. Has veto power4. Decides if laws are
working fairly5. Represents US in the
world
A. Executive BranchB. Legislative BranchC. 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.
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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
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Students must generate a response to a question.
Short constructed response: word, phrase, sentence, single problem
Extended constructed responseList 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