Embed Size (px)
Citation preview
Formative Assessment Item Formative Assessment Item BankBank
Fulton County Schools Fulton County Schools Mathematics Professional Mathematics Professional Development Development
August 13, 2010Essential 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 are Formative Assessments are not…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
where they don’t understand.• provides teachers and students
with immediate feedback• Part of daily instruction
How do you assess how How do you assess how student learning is student learning is progressing?progressing?
Formative Assessment Item BankFormative Assessment Item Banks are included in the instructional units in SAMS (under Assessments) for Integrated Advanced Algebra, Integrated Geometry, and Integrated Algebra II.
• 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:
Which term is a measure of dispersion? (MM2D1b, MA2D1b – 1; L1)
a. Meanb. Medianc. Standard deviationd. Variance
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: The annual salaries of eight employees at a bookstore,
in thousands of dollars, are listed below. (MM2D1b, MA2D1b)-6; L2.0
25, 37, 18, 20, 25, 35, 34, 30
Find the mean, range and standard deviation of the data.
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:
Suppose the test scores on an exam show a normal distribution with a mean of 82 and a standard deviation of 5. (MM2D1b, MA2D1b)-6; L3.0
a. Within what range do about 95% of the scores fall?
b. About what percent of the scores are between 77 and 92?
Formative Assessment Formative Assessment Performance LevelsPerformance 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.
Example: Here are the points scored by the Atlanta Eagles in their
basketball games this year. (MM2D1b, MA2D1b)-10; L4.0Home: 86, 81, 78, 94, 80, 69, 82, 49, 93, 87, 90Away: 71, 65, 57, 84, 69, 67, 59, 72, 58, 64, 68
a. Find the mean, median, range, and standard deviation for the Eagles home games this year.Mean ______ Median _____ Range _____
Standard Deviation ______ b. Find the mean, median, range, and standard deviation for
the Eagles away games this year.Mean ______ Median _____ Range _____
Standard Deviation ______ c. Compare the statistics for home and away games. What
can you conclude?
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
MM2D1b. Understand and calculate the means and standard deviations of sets of data.
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
MM2D1c. Use means and standard deviations to compare data sets.
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?
