1. Common Formative Assessments Assessments & Rubrics Marcia Hudzik A.C. Reynolds Staff Development October 29, 2013

2. How do we know when students are learning?

3. Assessment for Learning Formative : given before and during the teaching process Diagnostic : intended to be used as a guide to improve teaching and learning

4. Turn and Talk With your PLC discuss the question… How do we assess students and provide feedback that increases student learning?

5. Measures of Student Learning Classwork Quizzes End of unit Tests Exams Almost all assessments can be formative It depends on how we use them!

6. Why Use Common Formative Assessments? Measurable Student Learning Skills Content Application/Analysis Teacher Learning Adjustments to content Refine teaching of skills Opportunities to increase student learning

7. Information Learned from CFAs Identify which students did or did not demonstrate mastery of essential standards Identify effective instructional practices Identify patterns of student mistakes Measure accuracy of assessment Plan and target interventions

8. Formative Assessment Cycle Common Core & Essential Standards

9. The Good, the not so good, & Great! Good assessments Quizzes Short written responses Classroom/Homework Assignments Formative…if…. Administered for feedback Risk Free Chance to improve learning

10. Not so good… Administered….Graded….Returned With no chance for…. Intervention Extension Demonstration of increased learning

11. Great Assessments! Tied to clear learning goals Fair, Short & targeted to match what has been taught Teacher team analysis to pinpoint specific learning problems/experience Instructional actions to address intervention/enrichment Taking action in a timely manner

12. How do I create a CFA? Backwards Design Identify content or skill to be assessed -essential content standard -common core skill Consider: 1. Which targets are most likely to cause certain students difficulty? 2. Which targets are most important or prerequisite skills for information to come later in this unit? 3. Which targets are absolutely necessary for students to know?

13. Decide how to Assess choose the most appropriate assessment method Assessment Plan Type and # of items Length of assessment Timeline Time to administer, score and meet to compare results Write the assessment/rubric Use guidelines for quality while writing assessment What is a proficient score?

14. Match Targets & Methods Targets Knowledge mastery Reasoning proficiency Skills Ability to create Products Methods Selected ConstructedPerformance Respone Response Task

15. Types of Assessments Exit cards Agree/disagree statements Observation checklists Bullet points Brief performance tasks Graphic Organizers Frayer Models The list goes on & on & on

16. How Often? Enough to gain useful information Not so much that it overwhelms 2-3 times per unit…. What works best for your team?

17. NC CCES Links Essential Standards – all subjects http://www.ncpublicschools.org/acre/standards/new- standards/ Common Core – Math and ELA http://www.ncpublicschools.org/acre/standards/common- core/ http://www.ncpublicschools.org/acre/standards/common- core/ Unpacking standards – all subjects http://www.ncpublicschools.org/acre/standards/support- tools/#unpacking http://www.ncpublicschools.org/acre/standards/support- tools/#unpacking

18. LiveBinders & LEARN NC Social Studies http://www.livebinders.com/play/play_or_edit?id=112587 ELA http://www.livebinders.com/play/play/297779 Formative Assessments at LEARN NC http://www.learnnc.org/lp/pages/5992

19. Formative Assessment Help http://wvde.state.wv.us/teach21/ExamplesofFormativeAs sessment.html http://wvde.state.wv.us/teach21/ExamplesofFormativeAs sessment.html Very deep and many can be adapted for common use

20. Sample Math Assessments Sequence math problem solving Types of equations to correct graphs http://allthingsassessment.info/pdf/links/samplemath.pdf http://apps.educationnorthwest.org/toolkit98/sample.ht ml#Examples http://apps.educationnorthwest.org/toolkit98/sample.ht ml#Examples Sample rubric for all types of Math assessments

21. Sample English/History Assessment

22. Goal… Its not about grading… Its about feedback

23. Turn and talk What feedback practices do you find to be effective in your course? (i.e. feedback that promotes student learning)

24. Rubrics – effective feedback Analytic or Holistic? Analytic To assess each criteria separately Holistic To quickly review student work

25. Holistic Rubric Parts 4 – Distinguished - list knowledge/skills descriptors 3- Proficient - list knowledge/skills descriptors 2- Developing - list knowledge/skills descriptors 1- Beginning - list knowledge/skills descriptors

26. Analytic Rubric Parts 1.Task Description 2.Levels of Performance 3.Dimensions or criteria for task 4.Description of the dimensions

27. Sample Rubric TASK DESCRIPTION:

28. Links for Rubric Construction http://catcher.sandiego.edu/items/cee/charting_your_c ourse_1_20_2011%205.pdf http://catcher.sandiego.edu/items/cee/charting_your_c ourse_1_20_2011%205.pdf http://www.marzanoresearch.com/resources/proficiency -scale-bank http://www.marzanoresearch.com/resources/proficiency -scale-bank http://www.uen.org/Rubric/rubric.cgi?rubric_id=13 For math problems