Transcript Formative Assessments

Classroom Curriculum
Lesson Assessments
Formative Assessments:
Book pgs. 12 - 15
Classroom Curriculum
Lesson Assessments
Assessment Structure
Formative Assessments
Unit Assessments
Formative
Informal
Summative
Formal
Traditional
Test
Performance
Assessment
Classroom Curriculum
Lesson Assessments
Formative Assessment:
A Hidden Gem
Achieved Gain Associated with Number of
Assessments over 15 Weeks
Number of Assessments
1
Percentile Gain
13.5
5
10
15
20
25
30
20.0
22.5
24.5
26.0
28.5
29.0
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.
Classroom Curriculum
Lesson Assessments
Types of Formative Assessment
Formal (FA)
Ungraded
Individual or Group Work
Random Individuals or
Groups Assessed
Graded
Individual Work
Entire Class Assessed
Examples:
Random Questioning
Whiteboards
Exit Cards
Examples:
End of Lesson Quizzes
In-class Seatwork
** For assessment to be a true representation of what students know and
can do, it must be completed individually and independently.
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Dame
Informal (IA)
Classroom Curriculum
Lesson Assessments
Informal Formative Assessment
Find 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.
Classroom Curriculum
Lesson Assessments
Informal Formative Assessment
Analogy Prompt
Present students with an analogy prompt:
• (designated concept, principle, or process) is like
___________because ____________.
• Rhythm is like ___________because
____________.
Classroom Curriculum
Lesson Assessments
Informal Formative Assessment
List-Group-Label
• List words
• Ask:
“Which doesn’t belong?”
“Why?”
Tone
Pitch
Rhythm
Scale
or
• Ask students to
provide an antonym
(or term that is
different) for the group
of words
Painting
Drawing
Sketching
Classroom Curriculum
Lesson Assessments
Informal Formative Assessment
Boo’s Character Description in the play “Monsters Inc”
• 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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Dame
LP1 Day 1
Formative Assessments
Classroom Curriculum
Lesson Assessments
Formative Assessments
• 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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Dame
• determine what students have learned.
Classroom Curriculum
Lesson Assessments
Formal Formal Assessments
Unit Cover Page
• 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.)
Classroom Curriculum
Lesson Assessments
Unit Cover Page – A&I LP Assessments
Lesson Plans that Benefit All Students
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
Classroom Curriculum
Lesson Assessments
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.
ACE Collaborative 2012
ACE Collaborative 2012
U
ni
t
1
LP1
Fool’s Paradise by Isaac Bashevis Singer
Objec
SWBAT describe in detail the character Atzel and the changes that
tive:
he undergoes.
2
Asses
SWBAT explain why this story was told to Atzel
sment
and Aksah’s children and grandchildren.
:
Notes: This is the students’ introduction to folk tales.
Time
Student Learning Task or Activity
Day 1
5 min
CCS E/LA RL-4.3
METHOD/Teacher Activity
Prayer
Administration
Read page 6 together; add to the plot organizer.
DI What is a wisdom
story?
DI: Read page 5 aloud; fill
in the plot organizer.
5 min
10 min
Standards:
PW: Monitor.
15
Read pages 7-11 and add to plot organizer.
IA - IND:
Complete organizer on front board.
CD
CD: Why does Dr. Yoetz s
uggest his plan? Discuss
5 min
IA-
CL: What does the titl
e of the story mean?
5 min
HW: In 5 sentences, explain why this story might b
e called a
wisdom story.
Why does Atzel change his mind about wanting to
be lazy?
BW
Check HW
Prayer
IA- CD: BW
15 min
Using passages from the beginning of the story, ad
d to character concept map for Atzel.
Teacher models.
10 min
Using passages from the end of the story, describe
how Atzel has changed.
PW
Day 2
15 min
10 min
Explain in 2 paragraphs why Atzel and Aksah tell t
his story to their children and grandchildren.
FA:
Write
Classroom Curriculum
Lesson Assessments
Unit Cover Page – Lesson Assessments
• 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.