DESIGNING COMMON (FORMATIVE) ASSESSMENTS ADAPTED IN PART FROM K. BRADLEY, A. LAREAU, AND S. PALMA
DESIGNING COMMON
(FORMATIVE) ASSESSMENTS
A D A P T E D I N P A R T F R O M K . B R A D L E Y , A . L A R E A U , A N D S . P A L M A
OUR DAY
Essential QuestionsWhat are common assessments?How do common assessments connect to other powerful instruction and
assessment practices?What are the components of a quality common assessment?What are the benefits of using a common assessment to both teachers
and students?ObjectivesDifferentiate between and among different types of assessments and their
purposes Improve our assessment literacy through deeper understanding of the assessment
design processCreate a first draft common assessment for use in grade and/ or content areaReceive tools for evaluating and improving quality of common assessments
OutcomeCommon assessment creation
PERUSE, REFLECT, QUESTION…
BEGINNING THE PROCESS…
Which standard will you be teaching?
What areas of concern do you have based on recent assessments? Why?
Design a Common Formative Assessment that will provide you with a laser-like focus to plan precise instruction for students’ needs!
THE POWER OF COMMON ASSESSMENTS
Not standardized tests, but rather teacher-created, teacher owned
assessments that are collaboratively
scored and that provide immediate
feedback to students and
teachers.
WHAT ARE COMMON FORMATIVE ASSESSMENTS?
Assessments for learning administered to all students
Provides a predictive value of how students are likely to do on the next level of assessment in time for teachers to make instructional adjustments
Items collaboratively designed by participating teachers; represent common, agreed upon expectations
Items represent priority standards only
Items aligned to district and state tests
Results analyzed in Data Teams in order to differentiate instruction
TASTE TESTING
When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative.
7
BALANCED ASSESSMENT SYSTEMA VISUAL REPRESENTATION OF RESPONSIBILITY
FORMATIVE BENCHMARK/INTERIM SUMMATIVE TEACHER
PRINCIPAL
DISTRICT
PRIORITIZING STANDARDS
Endurance: Will this standard or indicator provide students with knowledge and skills that will be of value beyond a single test date? Is this knowledge you need in life?
Example: Proficiency in writing will endure throughout students’
academic career and professional life.
Leverage: Will this provide knowledge and skills that will be of value across multiple disciplines?
Example: Reading a graph will help students be successful in math,
social studies, science and language arts.
Readiness: Will this provide students with essential knowledge and skills that are necessary for success in the next grade level, high stakes test or the next level of instruction?
Example: Students’ knowledge of letters and their sounds is essential
for learning to read text.
THE TEN STEPS FOR DESIGNING COMMON FORMATIVE ASSESSMENTS
Laying the Standards Foundation: Steps 1-6
1. Choose an Important Topic
2. Identify Matching Priority Standards
3. “Unwrap” Matching Priority Standards
4. Create a Graphic Organizer
5. Determine the Big Ideas
6. Write the Essential Questions
THE TEN STEPS FOR DESIGNING COMMON FORMATIVE ASSESSMENTS
Creating the Assessment: Steps 7-10
7. Write Selected Response Items
8. Write Constructed-Response Items
9. Write Essential Questions – Big Idea Directions
10. Create Scoring Guides for Constructed-Response Items
Match the languageof the standard
THE TEN STEPS FOR DESIGNING COMMON FORMATIVE ASSESSMENTS
Laying the Standards Foundation: Steps 1-6
1. Choose an Important Topic
2. Identify Matching Priority Standards
Grade Level
Authors
Assessment Topic
Number Grade Specific Standard
Matching Priority Standard
The Ten Steps for Designing Common
Formative AssessmentsLaying the Standards Foundation:
Steps 1-63.“Unwrap” Matching Priority
Standards4. Create a Graphic Organizer
Number Grade Specific Standard
Reading Standard for Literature #3
Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Skills Concepts
Describe Characters in a story
Explain Actions
Contribute Sequence of Events
Circle the verbs(skills)
Underline the nouns(concepts)
Number Grade Specific Standard
Skills Concepts
TASK DECONSTRUCTIONWHAT DO STUDENTS NEED TO KNOW
AND BE ABLE TO DO TO BE SUCCESSFUL?
Student
Know:Character
Know:Trait and feeling vocabulary
Know:Story events
Do:Write to explain
Do:Comprehend story
Do:Follow multi-step directions
A a a a a a a
B a ? a a a a
C a no a no a no
D a no no no no no
E ? no no no no no
TASK DECONSTRUCTIONWHAT DO STUDENTS NEED TO KNOW
AND BE ABLE TO DO TO BE SUCCESSFUL?
Student
Know:
Know:
Know:
Do:
Do:
Do:
A
B
C
D
E
The Ten Steps for Designing Common
Formative AssessmentsLaying the Standards Foundation:
Steps 1-65.Determine the Big Ideas6.Write the Essential Questions
Big Ideas from “Unwrapped” Priority Standards
Authors intentionally create characters with specific traits, motivations and feelings that
impact the plot.
Understanding a character’s traits, motivations and feelings will allow you to make realistic
predictions, and connect to and make inferences about the character, in order to help
you better understand what you are reading.
Essential Questions Matched to Big Ideas
How do a character’s traits, motivations and feelings
impact the story?How does understanding a character's traits,
motivations and feelings help you better understand what you are reading?
Essential questions leadstudents to the big ideas
SAMPLE BIG IDEAS AND ESSENTIAL QUESTIONS
Essential Questions
Big Ideas
Facts, opinions, inferences! What’s the difference and why should we know?
Knowing the difference between facts, opinions and inferences helps you make your own decisions about what you read.
What are literary devices? Why do authors use them?
Literary devices enhance and deepen fiction’s impact on the reader.
LET’S PRACTICE…CHECK OUT THE EXAMPLES…
Big Idea:•
Essential Question: •
The Ten Steps for Designing Common
Formative AssessmentsCreating the Assessment: Steps 7-
107.Write Selected-Response Items8.Write Constructed-Response Items
General Guidelines…1. Questions should be written with clear, concise language and
be bias-free
2. Questions should require students to apply knowledge, rather than recall from memory
3. Aim is for 80% of students to get 35-40% of pre-test correct
4. Assessment should be a multiple-measure assessment: (selected response, constructed response, essential question)
Main parts: correct and distracters (incorrect, but plausible)
Distracters reflect common misunderstandings
Clear directions, no ambiguity
“Best” preferable to “correct” answer for critical thinking
Answer choices equal in length
Don’t use humor – distracts students
Positive wording, no negatives(not, never, except
Avoid “all of the above” or “none of the above”
Vary position of right answers
List choices in logical, alphabetical or numerical order
WRITE SELECTED-RESPONSE ITEMS
we want students to analyze all answer choices
WRITE SELECTED-RESPONSE ITEMS
Which word BEST describes how Jordan feels walking up to Mrs.
Radcliff’s house? a. excited
b. terrified
c. hopeful
d. confident
Which line BEST describes why Jordan doesn’t run away from Mrs.
Radcliff’s house?e. He knew the bicycle he wanted cost a lot of money
f. The step creaked. “I can fix that, too.”
g. “You are just in time!” said Mrs. Radcliff.
h. “I always have hot chocolate this time of day.”
WRITE SELECTED-RESPONSE ITEMS
1.
a. b. c. d.
2.
e. f. g. h.
WRITE CONSTRUCTED-RESPONSE ITEMS
Set clear and specific context for problem in directions
Indicate what is to be included without “giving it away”
Help students perform within time constraints: specify time constraints, acceptable response length
Always include a picture in text if mimicking CMT
Write sample responses to evaluate question quality
Don’t confuse writing skills with what you are assessing
Critique for bias or possible disadvantage for students
Use scoring guide to evaluate student product or performance
WRITE CONSTRUCTED-RESPONSE ITEMS
1. What character trait best describes Jordan? Include two events from the text to support your answer.
2. What do you think Jordan would do if Mrs. Radcliff acted bossy and crabby? Use two examples from the text to prove your answer.
WRITE CONSTRUCTED-RESPONSE ITEMS
1.
2.
The Ten Steps for Designing Common
Formative AssessmentsCreating the Assessment: Steps 7-
109. Write Essential Questions – Big Idea
Directions10. Create Scoring Guides for
Constructed-Response Items
WRITE ESSENTIAL QUESTIONS
How do Jordan’s traits, motivations or feelings impact the story?
How does understanding a character's traits, motivations and feelings help you better
understand what you are reading?
WRITE ESSENTIAL QUESTIONS
QUANTIFY THE FOLLOWING TERMS…(% OUT OF 100)
Partial
Complete
Some
Few
Always
Occasionally
Adequate
CREATING A SCORING GUIDE
Performance criteria shared before students begin work
Contains specific language understood by all: students, teachers, parents
Specificity is critical – aim for qualitative and quantitative criteria
Referred to frequently during task, then used to assess completed task
Clearly linked to standards and assessment items
Tip: Begin by determining goal or proficiency, then increase or decrease levels
CONSTRUCTED RESPONSE SCORING GUIDE
Score of 2:• States how Jordan would act (relevant to character traits
from text – for example determined or polite)
• Includes two specific examples that illustrate Jordan’s character (Examples: “Anything for the bike,” or speaks politely to Mrs. Radcliff, “Yes, ma’am.”)
Score of 1:• States how Jordan would act (relevant to character traits
from text – for example determined or polite)
• Includes one example that illustrates Jordan’s character (Examples: wants a bike, talks nicely)
Score of 0:• Irrelevant or inaccurate response
CONSTRUCTED RESPONSE SCORING GUIDE
Score of 4: Exceeds Expectations
• Score of 3: Meets Expectations
• Score of 2: Progressing Towards Expectations
• Score of 1: Inaccurate or Incomplete Response
•
Does the CFA: Contain multi-
measures? Allow you to ‘see’
the students’ thinking?
Highlight concept misconceptions?
Allow you to differentiate instruction?
Is the rubric language:
Specific Measurable Observable Understandabl
e Matched to
task directions
ANALYZE CFA AND RUBRIC SAMPLES
SHARINGGALLERY WALK
1)Review each CFA2)Provide feedback:
One compliment… Something to consider…
THE TRUE PURPOSE OF ASSESSMENT MUST BE, FIRST
AND FOREMOST,
TO INFORM INSTRUCTIONAL
DECISION MAKING.L. Ainsworth and D. Viegut, Common Formative Assessments, 2006, p. 21