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Formative Assessment Item Formative Assessment Item BankBank
Fulton County Schools Fulton County Schools Mathematics Professional Mathematics Professional Development Development
August 12, 2010
Essential Question: How do we use the FCS Mathematics Curriculum to facilitate student mastery of the standards?
Which ones are Which ones are Formative?Formative?
QuizzesQuizzes Chapter
Chapter TestsTests
EOCTEOCT
District TestsDistrict Tests
Class Class
workwork
Homework
WARM-UPS
WARM-UPSExit Ticket
CHECKPOINTSCHECKPOINTS
Formative Assessments Formative Assessments are….are….Like a physical
examinationOngoing Allows teachers to adapt
their instructionInformally assesses
student learningNot necessarily writtenNot always gradedProvides feedback Does not evaluate
Formative Assessments Formative Assessments are not…are not…
Like an autopsyTakes place after learning Unit Test Cumulative AssessmentMeasures long term learning
goals
Why formative Why formative assessments?assessments?• to adapt instruction immediately
while learning is still in progress• allows students to know exactly
what they don’t understand• part of daily instructionprovides teachers and students
with immediate feedback
How do you assess how How do you assess how learning is progressing?learning is progressing?
Formative Assessment Item BankFormative Assessment Item Banks are included in the instructional units in SAMS for 6th – 8th 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 Formative Assessment Performance LevelsLevels Level 1.0 - Student recognizes and/or
recalls vocabulary and rules related to the concept or skill.
Example:
M7A2. – 001: L1A symbol (often a letter) that represents a
number.a) Equationb) Expressionc) Variabled) Rule
Formative Assessment Performance Formative Assessment Performance LevelsLevels 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: L2If y = 12 + 3.5x, what is the value of y when x
= 10?a) 25.5b) 155c) 47d) 362
Formative Assessment Performance Formative Assessment Performance LevelsLevels 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: L3A 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) $910b) $840c) $700d) $1,050
Formative Assessment Performance Formative Assessment Performance Levels 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.
Level 3.5 Student 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 2.5 Student 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 2.0 In addition to Level 1.0 performance, student demonstrates skill mastery by working routine exercises with no major computational errors or omissions
Level 1.5 Student can apply concept or skill in routine exercises, but with major computational errors.
Level 1.0 Student recognizes and/or recalls vocabulary and rules related to the concept or skill.
Level 0.5 Student demonstrates partial knowledge of the simpler details of concept or skill.
Level 0.0 Student demonstrates no understanding of concept or skill.
Documenting Performance Documenting Performance LevelsLevels
Standard
Sar
a Bo
b Ki
m Ti
m
M7A2a. Given a problem, define a variable, write an equation, solve the equation, and interpret the solution.
1.5 2.0 2.5 3.0
2.0 2.5 2.5 3.5
3.0 3.0 3.0 4.0
3.0 3.0 4.0 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 Formative Assessment Item BankItem 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 Answers1. 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….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?
