What is formative assessment? In your table group exchange ideas on your definitions of formative assessment. "I used to think that formative assessment was just the assessment teachers use to figure out if students understood the lesson or not, but I now think that formative assessment is a process which is a series of planning, reflection, and feedback by the teacher and the student." -Teacher reflection

Types of Assessment Interim and End-of-unit assessments Interim goals Monitoring progress What has been learned Annual Assessments Extended periods of instruction Long term goals Sampling of learning Formative Assessment Short term goals Informs immediate teaching and learning

Formative assessment What it is…What it is not A planned process Based on assessment evidence Using evidence to make adjustments to instruction or verify learning “Actionable” feedback for students Connected to learning targets Random questions Individual strategies Moving on regardless of student evidence Grades or grading “It is not the instrument that is formative; it is the use of the information gathered, by whatever means, to adjust teaching and learning, that merits the “formative” label.” (Chappuis, 2014)

Embedded Day Process Analyze student work Define goals and success criteria Design task Try out task with students Gauge level of success of task adjust task Try out new task with students

SMP Proficiency Matrix SMPStudentsInitialIntermediateAdvanced 3aConstruct viable arguments Explain their thinking for the solution they found. Explain their own thinking and thinking of others with accurate vocabulary. Justify and explain, with accurate language and vocabulary, why their solution is correct

Grade level SMP Descriptors 3. Construct viable arguments and critique the reasoning of others. In grade 7, students construct arguments using verbal or written explanations accompanied by expressions, equations, inequalities, models, and graphs, tables, and other data displays (i.e. box plots, dot plots, histograms, etc.). They further refine their mathematical communication skills through mathematical discussions in which they critically evaluate their own thinking and the thinking of other students. They pose questions like “How did you get that?”, “Why is that true?” “Does that always work?” They explain their thinking to others and respond to others’ thinking.

Primary Task You flew to Cincinnati to see the Bengals game. When you left San Diego, the temperature there was 75 degrees. When you arrived in Cincinnati, it was ̶ 12 degrees. What is the difference in temperature? Use an equation, a number line, and circle your solution.