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Copy of West Cluster PLC: Creating Formative Assessments that Inform
Transcript of Copy of West Cluster PLC: Creating Formative Assessments that Inform
Activity: Comparing and Contrasting the article, "Classroom Assessment: Minute by Minute, Day by Day"with the video clip, "The Formative Classroom"
Where Do We Go From Here?
Un-packing the Student Expectations
Matching Teacher Practice with Student Expectations
Teachers will gain an understanding of planning and creating Formative Assessments through "un-packing" Student Expectations for the purpose of informing their instruction
Session II Objective:
West Cluster PLC Session II
Reflection of Session I:
Application Item: Disaggregating Data and creating a SMART Goal
Feedback from Session 1
Time Management (Session 4)
More Discussion Time
Creating Formative Assessments
Strategies to Raise Achievement (Binder)
More information on Data Tools provided by district and Technology (Binder)
Questions Stems from STAAR (Binder)
Reteach and Enrichment (Session 3)
Developing a Valid Assessment
Step 1: Understand the characteristics of STAAR
How do you develop quality local assessments (or validate existing assessments) that are valid, reflective of STAAR and provide sufficient evidence of learning?
ESSENTIAL for this year
IMPORTANT for next year
SUPPORT college and career readiness
BROAD and DEEP ideas
Approximately 30% of Assessed Curriculum
65% of STAAR Test
2-4 questions per standard
Cool but not Critical
70% of Assessed Curriculum
35% of STAAR test
0-1 question per standard
Are you testing what you teach? or Are you testing what the students are supposed to learn?
Are you teaching at the level of STAAR?
the meaning of common prefixes (e.g., in,dis) and suffixes (e.g., full, less), and know how they change the meaning of roots
identify and use
antonyms, synonyms, homographs, and homophones
relate decimals to fractions
that name tenths and hundredths
using concrete objects and pictorial models
model factors and products using arrays and area models
the uses of energy, including mechanical, light, thermal, electrical,
and sound energy
an experiment that tests the
effect of force on an object
Step 2: Develop Assessment Blueprint
1.Determine Units of Study to be Covered
Unit(s) of study
2. Determine # of Standards: Count Standards and Determine Breakdown (R/S)
3. Prioritize Standards if Necessary
Readiness / Supporting
Hard to reach / hard to teach
4. Fill in SE’s, Unit, # of Questions
5. Notate Verbs
Look for multiple verbs
6. Determine level of Cognitive Complexity
Use your professional judgement
Deconstruct the SE, understand the levels of specificity
Gather several assessment items
Textbook, Item Banks, STAAR Samples, Teacher-Developed
Choose the best items available
Review for accuracy, validity
Match of the SE: At the level of the standard or above
Novelty: Mix of direct taught / application
Rigor: A good mix / don’t go crazy…
Step 3- Developing Quality Assessment
Tools you could use in creating assessments:
SE Tested in 2012
RenLearn (STAR Math)