Presentation on theme: "Formative Assessment Item Bank Fulton County Schools Mathematics Professional Development August 12, 2010 Essential Question: How do we use the FCS Mathematics."— Presentation transcript:
Formative Assessment Item Bank Fulton County Schools Mathematics Professional Development August 12, 2010 Essential Question: How do we use the FCS Mathematics Curriculum to facilitate student mastery of the standards?
Which ones are Formative? Quizzes Chapter Tests EOCT District Tests Class work Homework WARM-UPS Exit Ticket CHECKPOINTS
Formative Assessments are…. Like a physical examination Ongoing Allows teachers to adapt their instruction Informally assesses student learning Not necessarily written Not always graded Provides feedback Does not evaluate
Formative Assessments are not… Like an autopsy Takes place after learning Unit Test Cumulative Assessment Measures long term learning goals
Why formative assessments? to adapt instruction immediately while learning is still in progress allows students to know exactly what they dont understand part of daily instruction provides teachers and students with immediate feedback
How do you assess how learning is progressing?
Formative Assessment Item Bank Formative Assessment Item Banks are included in the instructional units in SAMS for 6 th – 8 th grade, Integrated Advanced Algebra, Integrated Geometry, and Integrated Algebra II. Provides teachers with leveled questions to assist with determining students current level of performance on each standard. May be used as a tool for developing formative assessments. Allows for flexibility of use. Some examples include: Sponge activities/Instructional Focus Quizzes Ticket out the door
Formative Assessment Performance Levels Level 1.0 - Student recognizes and/or recalls vocabulary and rules related to the concept or skill. Example: M7A2. – 001: L1 A symbol (often a letter) that represents a number. a)Equation b)Expression c)Variable d)Rule
Formative Assessment Performance Levels Level 2.0 - In addition to Score 1.0 performance, student demonstrates skill mastery by working routine exercises with no major computational errors or omissions. Example: M7A2. – 001: L2 If y = 12 + 3.5x, what is the value of y when x = 10? a)25.5 b)155 c)47 d)362
Formative Assessment Performance Levels Level 3.0 - In addition to Score 2.0 performance, student demonstrates conceptual understanding of concept or skill in a problem-solving context with no major computational errors or omissions. Example: M7A2. – 001: L3 A salesperson earns 13% commission on sales. The equation for the amount she earns in commission is C = 0.13s, where is the amount sold. How much will she earn if the amount sold is $7,000? a)$910 b)$840 c)$700 d)$1,050
Formative Assessment Performance Levels Level 4.0In addition to Level 3.0 performance, student recognizes and make connections with other mathematical ideas with no major computational errors or omissions. Level 3.5Student can connect standard to previously learned concepts in a problem-solving context, but computational errors prevent accurate answers. Level 3.0 (Meets the Standard) In addition to Level 2.0 performance, student demonstrates conceptual understanding of concept or skill in a problem-solving context with no major computational errors or omissions Level 2.5Student demonstrates mastery of concept or skill, but cannot apply it in a problem-solving context or applies it in a problem-solving context with major computational errors. Level 2.0In addition to Level 1.0 performance, student demonstrates skill mastery by working routine exercises with no major computational errors or omissions Level 1.5Student can apply concept or skill in routine exercises, but with major computational errors. Level 1.0Student recognizes and/or recalls vocabulary and rules related to the concept or skill. Level 0.5Student demonstrates partial knowledge of the simpler details of concept or skill. Level 0.0Student demonstrates no understanding of concept or skill.
Documenting Performance Levels Standard Sara Bob Kim Tim M7A2a. Given a problem, define a variable, write an equation, solve the equation, and interpret the solution. 1.52.02.53.0 2.02.5 3.5 3.0 4.0 3.0 4.0 M7D1g. Analyze and draw conclusions about data, including describing the relationship between two variables.. Represent, describe, and analyze relations from tables, graphs, and formulas
Formative Assessment Item Bank A link for the formative assessment item bank can be found at the end of each unit in SAMS.
Exit Ticket Determine if each sentience describes a formative assessment, and clarify each answer. 1. A state test that measures student achievement of content standards.
2. A state test was given to identify the percentage of students meeting performance standards to develop intervention programs.
3. A common assessment was given to identify students in need of extra help for the purpose of developing individual intervention plans.
4. A benchmark assessment was given to measure student achievement and used to determine the effectiveness of a tutorial program.
Exit Ticket Answers 1. No, the analysis was not used to make adjustments for improvements. 2. Yes, the examination was used to make adjustments for improvements. 3. Yes, the assessment was used to make adjustments for improvements. 4. No, the evaluation was not used to make adjustments for improvements.
Last Words…. An assessment is not formative if it does not inform future instruction. Now that you have this information, what are you going to do with it?