Formative Assessments: Book pgs. 12 - 15 Classroom Curriculum Lesson Assessments

Formative Assessments:

Book pgs. 12 - 15

Classroom CurriculumLesson Assessments

Assessment Structure

Formative Assessments

Unit Assessments

Formative

Informal Formal

Summative

Traditional Test

Performance Assessment


Formative Assessment: A Hidden Gem

Number of Assessments Percentile Gain1 13.5

5 20.010 22.515 24.520 26.025 28.530 29.0

Achieved Gain Associated with Number of Assessments over 15 Weeks

Bangert-Drowns, Kulik, & Kulik (1991)

Classroom Curriculum Lesson Assessments

Formative Assessment: Closing the Gap

Frederiksen, J & Whyte, B. Reflective Assessment of Students’ Research Within an Inquiry-Based Middle School Science Curriculum. Paper presented at the AERA Conference, March 1997.


Types of Formative AssessmentInformal (IA) Formal (FA)

Ungraded GradedIndividual or Group Work Individual WorkRandom Individuals or Groups Assessed

Entire Class Assessed

Examples:Random QuestioningWhiteboardsExit Cards

Examples:End of Lesson QuizzesIn-class Seatwork A

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** For assessment to be a true representation of what students know and can do, it must be completed individually and independently.


Informal Formative AssessmentFind the Fib Card (Two Truths, One Lie)

Directions: Write three factual statements about Jazz music with one of the statements being false.

1.Jazz music was, ultimately, the product of New Orleans' melting pot.

2.Jazz music has African roots.

3.Jazz music is the same as the blues.


Informal Formative AssessmentAnalogy Prompt

Present students with an analogy prompt: • (designated concept, principle, or process) is like

___________because ____________.

• Rhythm is like ___________because ____________.


Informal Formative AssessmentList-Group-Label

• List words• Ask:“Which doesn’t belong?” “Why?”

or• Ask students to provide

an antonym (or term that is different) for the group of words

Tone

Pitch

Rhythm

Scale

Painting

Drawing

Sketching


Informal Formative AssessmentBoo’s Character Description in the play “Monsters Inc”

LP1 Day 1

•IA occurs 3 times in the form of Random Questioning during Pair work and for Closure

LP3 Day 1

•IA occurs 2 times in the form of Random Questioning during Pair work and whole class discussion and as an Exit card at the end.

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• determine what students have learned.

• provide students with data which affirms or challenges their efforts and study habits.

• assess teacher effectiveness in planning and implementing instruction.

• provide teachers with data which allows them to remedy student misunderstandings.

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• Each Lesson Objective has a corresponding Formal Assessment.

•The assessment is at the same Bloom verb level as the Lesson Objective and is completed I&I

(individually and independently).

•(Please read pages 15-16 top) before continuing.)

Formal Formal AssessmentsUnit Cover Page


LP1 Objective: SWBAT identify poetic devices within a poem.

LP1 Assessment: Students will identify the 6 poetic devices we have discussed in an unseen poem.

Blessing by Imtiaz Dharker

Unit Cover Page – A&I LP Assessments Lesson Plans that Benefit All Students


Unit Cover Page – A&I LP Assessments Lesson Plans that Benefit All Students

LP3 Objective: SWBAT analyze the contribution of Shakespeare to plays/productions.

LP3 Assessment: After watching the Broadway play “The Lion King,” SWBAT analyze it for elements used by Shakespeare in his plays.


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• Using the paper form and the Unit Cover Page

• For the 2nd Unit develop Lesson Plan Assessments for

Lessons 1, 2, and the final LP before the TT.

Unit Cover Page – Lesson Assessments


Documents

Formative Assessments: Book pgs. 12 - 15 Classroom Curriculum Lesson Assessments