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Formative Assessment Item Bank Fulton County Schools Mathematics Professional Development August 13, 2010 Essential Question: How do we use the FCS Mathematics Curriculum to facilitate student mastery of the standards?

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Which ones are Formative? Quizzes Chapter Tests EOCT District Tests Class work Homework WARM-UPS Exit Ticket CHECKPOINTS

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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

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Formative Assessments are not… Like an autopsy Takes place after learning Unit Test Cumulative Assessment Measures long term learning goals

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Why formative assessments? to adapt instruction immediately while learning is still in progress Allows students to know exactly where they dont understand. provides teachers and students with immediate feedback Part of daily instruction

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How do you assess how student learning is progressing?

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Formative Assessment Item Bank Formative Assessment Item Banks are included in the instructional units in SAMS (under Assessments) for Integrated Advanced Algebra, Integrated Geometry, and Integrated Algebra II. 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

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Formative Assessment Performance Levels Level 1.0 - Student recognizes and/or recalls vocabulary and rules related to the concept or skill. Example: Which term is a measure of dispersion? (MM2D1b, MA2D1b – 1; L1) a. Mean b. Median c. Standard deviation d. Variance

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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: The annual salaries of eight employees at a bookstore, in thousands of dollars, are listed below. (MM2D1b, MA2D1b)-6; L2.0 25, 37, 18, 20, 25, 35, 34, 30 Find the mean, range and standard deviation of the data.

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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: Suppose the test scores on an exam show a normal distribution with a mean of 82 and a standard deviation of 5. (MM2D1b, MA2D1b)-6; L3.0 a. Within what range do about 95% of the scores fall? b. About what percent of the scores are between 77 and 92?

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Formative Assessment Performance Levels Level 4.0 In addition to Level 3.0 performance, student recognizes and make connections with other mathematical ideas with no major computational errors or omissions. Example: Here are the points scored by the Atlanta Eagles in their basketball games this year. (MM2D1b, MA2D1b)-10; L4.0 Home: 86, 81, 78, 94, 80, 69, 82, 49, 93, 87, 90 Away: 71, 65, 57, 84, 69, 67, 59, 72, 58, 64, 68 a. Find the mean, median, range, and standard deviation for the Eagles home games this year. Mean ______Median _____Range _____ Standard Deviation ______ b. Find the mean, median, range, and standard deviation for the Eagles away games this year. Mean ______Median _____Range _____ Standard Deviation ______ c. Compare the statistics for home and away games. What can you conclude?

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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.

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Documenting Performance Levels Standard Sara Bob Kim Tim MM2D1b. Understand and calculate the means and standard deviations of sets of data. 1.52.02.53.0 2.02.5 3.5 3.0 4.0 3.0 4.0 MM2D1c. Use means and standard deviations to compare data sets.

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Formative Assessment Item Bank A link for the formative assessment item bank can be found at the end of each unit in SAMS.

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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.

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2. A state test was given to identify the percentage of students meeting performance standards to develop intervention programs.

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3. A common assessment was given to identify students in need of extra help for the purpose of developing individual intervention plans.

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4. A benchmark assessment was given to measure student achievement and used to determine the effectiveness of a tutorial program.

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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.

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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?

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