Formative Assessment Item Bank

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					Formative Assessment Item Bank



 Fulton County Schools Mathematics
 Professional Development

                                                             August 13, 2010

Essential Question:
How do we use the FCS Mathematics Curriculum to facilitate student mastery
of the standards?
Which ones are Formative?


            CHECKPOINTS



 EOCT
               Homework



   Exit Ticket
Formative Assessments are….
Like a physical examination
 Ongoing
 Allows teachers to adapt their
  instruction
 Informally assesses student
  learning
 Not necessarily written
 Not always graded
 Provides feedback
 Does not evaluate
Formative Assessments are not…
  Like an autopsy
   Takes place after learning
   Unit Test
   Cumulative Assessment
   Measures long term learning goals
Why formative 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 student
learning is progressing?
Formative Assessment Item Bank
Formative 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 Levels

    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.   Mean
b.   Median
c.   Standard deviation
d.   Variance
Formative Assessment Performance Levels
     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 Levels
    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 Performance 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; L4.0
   Home: 86, 81, 78, 94, 80, 69, 82, 49, 93, 87, 90
   Away: 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 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    In addition to Level 2.0 performance, student demonstrates conceptual understanding
 (Meets the   of concept or skill in a problem-solving context with no major computational errors or
 Standard)    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 Levels




                                Sara

                                       Bob

                                             Kim

                                                   Tim
             Standard
  MM2D1b. Understand and        1.5    2.0   2.5   3.0

  calculate the means and       2.0    2.5   2.5   3.5

  standard deviations of sets   3.0    3.0   3.0   4.0

  of data.                      3.0    3.0   4.0   4.0



  MM2D1c. Use means and
  standard deviations to
  compare data sets.
Formative Assessment Item 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 Answers
 1. 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….
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?

				
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