question assigment

Creating a Formative Assessment (Assignment 3)

The goal of the Formative Assessment Assignment is to create a formative assessment based on the readings and your own research. The following is an overview of the entire assignment so you can see how the formative assessment project builds upon itself throughout the course. 

As your culminating project you will create, administer, analyze, a formative (PERFORMANCE-BASED) FORMATIVE assessment based on the grade and subject you work with. The purpose of this project is:

· How to select instructional materials from sample curriculum and evaluate it for its appropriateness for a sample context for learning using a rubric to evaluate its effectiveness

· Use multiple methods of diagnostic, formative, and summative assessments of student performance in order to plan, DELIVER, and modify instruction.

· Designing preassessment, formative assessment (using CATs/MTV), summative assessment in a 1–2-day lesson plan addressing the needs of all students and specifically addressing focus students

· How to assess the implementation of said assessment through video analysis of its design and implementation with the Danielson domains: 1a, 1b, 1c, 1d, 1e, 3a, 3b, 3e

· How to use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction.

· How use multiple methods of assessment and data sources in making educational decisions for special education students.

Steps for completing Assignment 3: Formative Assessment:

Each segment of this assignment will be completed after each corresponding module.

In preparation for implementation of the formative assessment if you have access to a classroom, you may use these students. If you do not have access to a classroom, you may use at least 2 same grade level students in your family, neighbors, or friends. You will be expected to analyze their work and make recommendations for assessment refinements by the end of this course.

Also in preparation for the assessment is the implementation of a lesson plan. Although this course does not specifically teach lesson planning, it teaches assessment, which are the student outcomes of the teaching and learning process.

You will be creating a formative assessment using an existing lesson plan (must be achievable in 1-2 class sessions), deliver the lesson following the plan. You will be examining NY State Standards and then developing learning objectives and learning targets.

YOU MAY USE THE 640 FORMATIVE ASSESSMENT TEMPLATE LOCATED IN MODULE ZERO (0). The template will break down all aspects of the assignment.

Overall format of the formative assessment and the modules due:

This is a module-by-module overview of the formative assessment. If you use the Formative Assessment Template, you can add each piece of the assignment to the one document and hand it in with each module submission.

Mod 1: Identify at least two learning standards to be addressed.

Mod 2: Identify at least 4 learning objectives (LO)/targets (LT) (Knowledge or Reasoning Targets) to be assessed and their alignment to the standard. Restate the learning objectives into learning targets in developmentally appropriate terms for the age group you are working with.

Mod 3: Identify high quality curriculum lesson/unit choice and curricular quality analysis using the Tool for Analyzing Curriculum.

Mod 4: Create a preassessment of prior knowledge, 4-6 questions with answer key, administer and analyze it and report the data on the Student Achievement Chart (SAC).

Mod 5: Create a formative assessment (use formative assessment template) describing how will you continually evaluate students to understand progression toward mastery or near mastery based on the lesson plan and learning goals.

· Lesson Plan must include 3 - 6 evaluation items/activities for each standard/learning target, academic language development, HOT questioning, technology, all assessments including peer/self-assessment, step-by-step instructional delivery instructions. (Use the Formative Assessment template)

· Create a 4-6 criterion/point rubric for the entire formative assessment which measure the learning objectives and are aligned to the standards.

· Discuss the method in which you will evaluate students as they (Where will they be? How will the data be collected? etc.) and how you will keep ongoing records. Discuss how you will communicate outcomes with students and families (This is an additional section required for your final manuscript).

Mod 6: Second opportunity to get feedback on the draft formative assessment.

Mod 7: Implement the formative assessment with actual students and collect the data.

Mod 8: Post a 5 -8 min video of your initial implementation of the formative assessment lesson.

· Focus - Danielson 3A communication, 3B questioning, 3D feedback of how you are introducing the lesson's LT, success criteria, modeling of content to be assessed, answering questions/providing feedback.

Mod 9: SAC post-assessment data results from the formative assessment implementation are posted.

Mod 11: Draft of analytic summary assessment (see Mod 11 for assignment parts/details).

Mod 12: Final analytic summary due.

Detailed Directions for Modules:

Module 2 Learning Objectives

Note: Learning objectives are aligned with state and/or local standards. AND learning objectives are stated in terms of specific and measurable knowledge, skills, or behaviors using action verbs, AND Instructional objectives use higher-level verbs from Bloom’s Revised Taxonomy and/or Depth of Knowledge (DOK).

· Restate the student learning objectives (LO) as kid-friendly measurable learning targets (LT) in developmentally appropriate terms for the age group you are working with.

Note: Both student learning objectives (LO) and learning targets (LT) are listed,

AND LO/LTs are (SMART) specific, measurable, attainable, realistic and timely. AND Learning targets are written in student-friendly language and shared (visible and discussed) with students.

Module 3 Lesson Selection:

It is recommended that you work with an existing curriculum. The advantage to working with a research-based curriculum is that existing assessments come with instructional materials and assessments from which you will differentiate the assessment to meet the student needs. If you use a lesson that you have created, you will need to create the instructional materials, assessments and rubrics.

You will read Decomposition for a nalyzing, selecting, and adapting curriculum materials, then analyze the curriculum using the Tool for Analyzing and Adapting Curriculum Materials and then do the following:

· Identify the academic focus of the materials.

· Analyze the materials for demand, coherence, and cultural relevance.

· Consider student thinking in relation to the core content and activities.

· Adapt the materials and create a more complete plan to use in the classroom.

If using existing curricula, you can make annotations on the existing curriculum of any adaptation you are considering making. If you do not have access to a school curriculum, use open-source curriculum. Here are some ideas where you can find curriculum/units/lessons:

https://www.learningforjustice.org/

https://eleducation.org/curriculum/language-arts/modules-and-lessons/

https://eleducation.org/curriculum

https://www.openupresources.org/

https://www.nysed.gov/curriculum-instruction/engageny

https://ny.pbslearningmedia.org/

Module 4: Create a Preassessment:

Identify the prior learning targets for the lesson you are about to teach and create a specially designed preassessment on your own, deliver and score it. After you analyze the data from your preassessment, you will complete the Student Assessment Chart (SAC).

NOTE: (It is important to understand that the formative assessment design is based on a lesson plan which is done on a separate day/time from the preassessment which informs the formative assessment design for students).

· Remember, the formative assessment is the lesson that you are delivering, and it comes AFTER the preassessment. The preassessment data would come from lesson(s) before the one that you are delivering for the Formative Assessment Assignment. The preassessment is meant to gather information about what the students know BEFORE the lesson you are about to teach. When you PREASSESS, you want to gather performance data on the major concepts/knowledge, skills and vocabulary that the students should have mastered before, AS WELL AS a smattering of the concepts/knowledge, skills and vocabulary that you are going to teach in the lesson for the formative assessment.

When preparing for the formative assessment - use the data gleaned from the preassessment to adjust your formative assessment (which is the next lesson) and tweak it for the students you teach.

Module 5: Design the formative assessment

· Develop 3 - 6 selected-evaluation items for each measurable learning objective/target. The purpose for creating at least 3 ways to evaluate each target is to ensure validity, reliability and fairness (to understand these terms see Module 10).

· Create a formative assessment describing how will you continually evaluate students to understand progression toward mastery or near mastery based on the lesson plan and learning goals. Include the following:

· Discuss the structure of the overall assessment (consider GRASP), including providing scripted directions to students (what will you say) and all classroom assessment techniques (CATs) employed, including the preassessment, medial assessment (We do) and summative assessment (You Do). [refer to the gradual release method.]  

· Explain how you would collect data and assess cooperative learning activities, peer assessment, which occur during the (We Do) lesson and self-assessment for transfer.

· Discuss the HOT achieved through your questions and evaluate the rigor of your essential question (EQ), 3 guiding questions, and your factual questions used in your summative assessment by aligning their rigor using the levels of DOK.  

· Create a rubric aligned with your success criteria of your measurable objectives for the assessment. (Completed in Module 5)

Discuss the method in which you will evaluate students as they (Where will they be? How will the data be collected? etc.) and how you will keep ongoing records. How will you communicate the results of the assessment with appropriate school stakeholders and parents? The Formative Assessment template has this section built into it.

·

Mod 6: Additional feedback for the Formative Assessment – in case you need clarification on the feedback from Mod. 5. You may implement the Formative Assessment in Mods 6 & 7

Mod 7: Implement the Formative Assessment with students – You will need to videotape the first 5-10 min of the implementation as you explain/introduce the lesson. You will need to post this video in Mod. 8 DB.

· Focus Learner profiles in this Module can be used for the Formative Assessment assignment if you do not have a student who has an IEP or ENL. This is particularly important if you are only working with 2 learners. If used, the profile should be considered as a student for which you will differentiate within your Formative Assessment.

Mod 8: Videotape yourself (5- 10 minutes) of the delivery/implementation of your formative assessment and upload the video to the DB. Do not have students in the video, only yourself. Provide feedback glow/grow on the delivery of the assessment for your classmates’ formative assessments using Danielson Domain 3. Download Danielson Domain 3 noting evidence you see/hear from indicators A, B, D as part of your requirement for this DB post. Follow the DB rubric for the response requirements.

Mod 9: Data Collection: For this submission make sure that you include your approved formative assessment with all the components (These should be the ones you previously submitted):

· Learning Standards

· Learning Objectives/ Learning Targets

· Formative Assessment including - directions given to students, instructional materials, preassessment, SAC, all rubrics/answer keys/data collection sheets, as appropriate.

Mod 11/12: Final Analytic Summary: Analytic Summary Assignment:

1.  Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either ELA

Download ELA or Math

Download Math.

2.  After you have analyzed the student work samples, post the score/results from the students performance to the post-assessment of the Student Achievement Chart  (SAC),.

Download post-assessment of the Student Achievement Chart  (SAC),.  and complete the reflection questions at the bottom of the SAC.

· Include the Student Achievement Partners Student Work Analysis (elementary sample)

Download (elementary sample) (secondary sample)

· Download (secondary sample) and the SAC with a final copy of your Formative Assessment in your final submission with the Analytic Summary - All due in Module 12.

Then, using this analysis, submit an Analytic Summary of the effectiveness of your formative assessment:

Submit an Analytic Summary following this 4-question outline:

What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?  

1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? Give 3 examples.

2. Did the actual field-tested assessment work the way you had hoped? What would you change based on this analysis and how would your assessment inform ongoing instruction as the lesson plan progressed?

3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.

4. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.

SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!

Note: When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.

For example:

· Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked." 

·

· Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) - you will need to be able to use data speak with the appropriate evidence from your work and you will then need to demonstrate how you mastered the standards by providing evidence as modeled above.