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Module5FormativeAssessmentandRubricDesign.docx

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The formative assessment is the lesson that you are delivering and it comes AFTER the preassessment lesson. The preassessment data drives your instructional decision making for the formative assessment lesson.

You will upload BOTH the Formative Assessment Plan AND the Formative Assessment Rubric here.

The Formative Assessment should include:

2 Standards, 4 LO/LTs - both aligned to the standards and IDed Knowledge or Reasoning, Academic Vocabulary, EQ/GQs, Technology used, Formative (include preassessment) assessments [see Formative Assessment Template Download Formative Assessment Template], Differentiation for whole and small groups, step-by-step lesson delivery instructions for the formative assessment, formative assessment rubric; SAC, all instructional and data collection materials.

Create a rubric Download rubric for your Formative Assessment:

· Create a rubric with 4-6 criteria (aligned with the LO/LTs of the Formative Assessment plan) using the Formative Assessment Rubric Template Download Formative Assessment Rubric Template with 4 - 6 point levels.

· Be sure to look at the Rubric Exemplars for further details and instructions.

· Add the Formative Assessment Rubric Download Formative Assessment Rubric to the end of the formative assessment. Use the Formative Assessment Rubric template Download Formative Assessment Rubric template for the rubric design.

Please use only this resources:

Textbooks & Course Materials This text is mandatory and can be purchased or rented through the textbook links in Canvas. ● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it right - doing it well (3rd ed.). Pearson Education. ISBN-9780134899114 Optional-to-purchase texts used throughout the course. Chapters will be provided in the modules. ● Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.). Pearson. ISBN 978-0134027296 ● Cohen, L. G and Spenciner, L. J. (2015) - Assessment of children and youth with special needs (4th ed.). Saddle River, NJ: Pearson. ISBN: 978-0133574753 ● Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and inclusive education (13th ed.). Boston, MA: Cengage Learning. ISBN: 978-1305887329

Formative Assessment and Rubric Design 10-15-24

Formative Assessment and Rubric Design 10-15-24

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeNumber of developmentally appropriate learning targets

This criterion is linked to a Learning Outcome Number of developmentally appropriate learning targets

4 pts

Level 4

Standards present, aligned with targets. At least 3 Developmentally Appropriate Learning Targets are present.

3.4 pts

Level 3

Standards present, aligned with targets. At least 2 Developmentally Appropriate Learning Targets are present.

3 pts

level 2

Standards present, aligned with targets. At least 1 Developmentally Appropriate Learning Targets are present.

2.6 pts

Level 1

Standards present, aligned with targets. One or no Developmentally Appropriate Learning Targets are present.

4 pts

This criterion is linked to a Learning OutcomeTarget Alignment - Assessment items are aligned with learning targets

This criterion is linked to a Learning Outcome Target Alignment - All assessment items are aligned with standards and learning targets AND are appropriate for knowledge, reasoning, performance or product targets. Includes completed SAC.

4 pts

Level 4

All items in the formative assessment are aligned with standards and learning targets AND are appropriate for knowledge, reasoning, performance or product targets. Preassessment and SAC are included and provide measurable data which drives the design of the formative assessment.

3.4 pts

Level 3

Majority of items (>75%) in the formative assessment are aligned with standards and learning targets AND are appropriate for knowledge, reasoning, performance or product targets. Preassessment and SAC are included and provide measurable data which drives the design of the formative assessment.

3 pts

Level 2

Most (>50%) %) All items in the formative assessment are aligned with standards and learning targets AND/OR are appropriate for knowledge, reasoning, performance or product targets. Preassessment and/or SAC are included and provide measurable data which drives the design of the formative assessment.

2.6 pts

Level 1

Some items (<50%) in the formative assessment are aligned with standards and learning targets AND/OR appropriate for knowledge, reasoning, performance or product targets. Preassessment and/or SAC are NOT included OR DO NOT provide measurable data which drives the design of the formative assessment.

4 pts

This criterion is linked to a Learning OutcomeLesson Plan Design

The planned lesson and assessment are developmentally appropriate for the age of the student. Formative assessment design is flexible and formative and produces usable data to inform future instruction. Lesson and formative assessment (CATs) design is appropriate with very young children or those with severe disabilities. Instructional design includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment) step by step instructional delivery instructions.

4 pts

Level 4

Lesson design and formative assessment is produces measurable and accurate data AND is appropriate for the age of the student, including young children or those with severe disabilities. Lesson plan includes ALL: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.

3.4 pts

Level 3

Lesson plan and formative assessment produces MAJORITY (>75%) produces measurable and accurate data AND is appropriate for the age of the student, including young children or those with severe disabilities. Lesson plan includes (>75%): standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.

3 pts

Level 3

Lesson plan and formative assessment produces MOST (>50%) produces measurable and accurate data AND is appropriate for the age of the student, including young children or those with severe disabilities. Lesson plan includes (>50%): standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.

2.6 pts

Level 1

Lesson plan and formative assessment produces SOME (<50%) produces measurable and accurate data AND is appropriate for the age of the student, including young children or those with severe disabilities. Lesson plan includes (<50%): standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.

4 pts

This criterion is linked to a Learning OutcomeResources/Materials

Lesson Plan demonstrates evidence of exploring cultural identity and bias in resources that appropriately reflect the racial, ability, cultural identity or interests of the students.

5 pts

Level 3

Lesson Plan includes instructional strategies, resources, and assessment(s) that appropriately reflect culture and interests of the students, AND Plan displays evidence of resources that appropriately reflect the cultural OR racial identity of the students.

3 pts

Level 2

Lesson Plan includes Instructional strategies, resources and assessment(s) that reflect culture, ability and interests of the students.

0 pts

Level 1

Lesson Plan demonstrates none or limited evidence of exploring cultural identity and bias in resources that appropriately reflect the racial and cultural identity or interests of the students.

5 pts

This criterion is linked to a Learning OutcomeDifferentiation for Groups (3 RTI Tiers)

Lesson plan demonstrates evidence of differentiation for whole and small groups/individuals (IEP) AND/OR (ENL) needs and abilities with appropriate scaffolds, accommodations/modifications (if applicable) to accommodate interest, readiness. UDL/HLP considerations are present.

5 pts

Level 3

UDL applications are planned for and embedded in the lesson AND accommodate for interest OR readiness level OR learning profile. made for interest or readiness level. differentiated for whole and small group/ individual students (IEP) AND/OR (ENL).

3 pts

Level 2

UDL applications are planned for and embedded in the lesson. NO accommodations are made for interest or readiness levels. differentiated for whole AND/OR small group/ individual students (IEP) AND/OR (ENL).

0 pts

Level 1

UDL applications are NOT planned for and embedded in the lesson AND no accommodations are made for interest or readiness levels. differentiated for whole group AND/OR small group/individual students (IEP) AND/OR (ENL).

5 pts

This criterion is linked to a Learning OutcomeLanguage Development

Describes the oral, visual, receptive, expressive, and written language that students need to understand and use to complete the lesson objective. Key vocabulary is identified and aligns with the lesson objective.

3 pts

Level 3

1.8 pts

Level 2

Partially describes the oral, visual, receptive, expressive, and written language that students need to understand and use to complete the lesson objective. Key vocabulary is identified but is not aligned to the lesson objective.

0 pts

Level 1

Does not describe the oral, visual, receptive, expressive, and written language that students need to understand and use to complete the lesson objective. Key vocabulary is not identified.

3 pts

This criterion is linked to a Learning OutcomeRecord keeping - communication of mastery levels

3 pts

Level 3

Defined method to evaluate and description of how records are kept. Communicated process for communication of student mastery levels with appropriate school stakeholders and parents.

1.8 pts

Level 2

Defined method to evaluate and description of how records are kept. Partially communicates process for communication of student mastery levels with appropriate school stakeholders AND/OR parents.

0 pts

Level 1

Does not define method to evaluate and description of how records are kept. Does not communicate process for communication of student mastery levels with appropriate school stakeholders AND/OR parents.

3 pts

This criterion is linked to a Learning OutcomeFormative Assessment Rubric

Rubric design includes the following: Learning Standards, Instructional Objectives/Developmental Learning Targets, which are aligned to the standard, up to 6 criteria are present, up to 6 point levels are present.

4 pts

Level 4

Learning standards, LO/LTs are aligned to standards and are measurable. There are 5-6 criteria aligned to standards/LTs. There are 5 - 6 point levels are present.

2.4 pts

Level 3

Learning standards, LO/LTs are aligned to standards and are measurable. There are 4 criteria aligned to standards/LTs. There are 4 point levels are present.

1.6 pts

Level 2

Learning standards, LO/LTs are aligned to standards and are measurable. There are 3 criteria aligned to standards/LTs. There are 3 point levels are present.

1 pts

Level 1

Learning standards, LO/LTs are aligned to standards and are measurable. There are < 3 or below criteria aligned to standards/LTs, There are < 3 or below point levels are present.

4 pts

Total Points: 32