Instructional Assessment

Thomas McCann

Saint Marys University of Minnesota

Schools of Graduate and Professional Programs

Portfolio Entry for Wisconsin Teacher Standard 8

EDUW693 Instructional Design and Assessment

Instructor: James Sauter, Ph.D.

Spring, 2016
 Targeted Descriptors from Wisconsin Teacher Standards

Wisconsin Teacher Standard (WTS) 8: Teachers know how to test for student progress.

The teacher understands and uses formal and informal assessment strategies to evaluate and

ensure the continuous intellectual, social, and physical development of the learner.

Knowledge. The teacher knows how to select, construct, and use assessment strategies

and instruments appropriate to the learning outcomes being evaluated and to other diagnostic

purposes.

Dispositions. The teacher values ongoing assessments as essential to the instructional

process and recognizes that many different assessment strategies, accurately and systematically

used, are necessary for monitoring and promoting student learning.

Performances.

The teacher appropriately uses a variety of formal and informal assessment techniques

(e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects,

student self-assessments, peer assessment, and standardized tests) to enhance her or his

knowledge of learners, evaluate students progress and performances, and modify teaching and

learning strategies.

The teacher evaluates the effect of class activities on both individuals and the class as a

whole, collecting information through observation of classroom interactions, questioning, and

analysis of student work. Commented [JS1]: These are two excellent areas for your
focus.

Wisconsin Administrator Standard #3: The administrator leads by advocating, nurturing and

sustaining a school culture and instructional program conducive to pupil learning and staff

professional growth. Commented [JS2]: Excellent!

 Pre-assessments

Introduction Commented [JS3]: Very succinct and to the point!

To improve formative and summative assessment methods and tools, I plan to target a 6th

grade U.S. history unit on the Civil War. In addition to the Wisconsin Teacher Standards (WTS)

8, the Wisconsin/Common Core State Standards guided the academic performance assessment in

Table 1a. The Danielson model (2007) guided the instructional and learning environment

assessments.

Assessment of Student Performance Related to WTS 8 and Academic Expectations

Table 1a: Current Academic Student Performance Compared to PK-12 Vertical Standards
Skill Grade Significant Performance Factors that Determined Current Proficiency Rating
Level Level (proficiency = performance meets all expectations at and below the rating)
Lowest 4 Six out of six students could identify important events and famous people
during the United States Civil War.
Median 6 Five out of six students could identify and describe important events and
famous people during the United States Civil War.
Highest 8 Three out of six students could describe the causes and consequences of the
United States Civil War.
Overall Based on summative assessment given at conclusion to unit of study on the
U.S. Civil War.

Approx. % Table 1b: Current Student Performance Related to Assessment

a =100 Current approximate % of student participation during (a) guided assessments,
b =100 (b) independent assessments in classroom, (c) peer assessments in classroom.
c =N/A Current approximate % of completion for assessments assigned as homework.
d =N/A
N/A Current overall accuracy in assessing own work using criteria or assessment tools.
20 Current understanding of formative assessment as a valuable learning strategy.

Self-assessment of Assessment Methods and Practices Related to WTS 8

Table 2: Assessment Design

Danielson A Framework for Teaching, Domain 1: Planning and Preparation (p. 63)
Component 1f: Designing Student Assessments (See Artifact A-1.)
Element Rating Current Evidence to Support Rating/Area to Improve
Congruence with Proficient All instructional outcomes are assessed through the
instructional outcomes approach to assessment.
Criteria and standards Proficient Assessment criteria and standards are clear.
Design in formative Basic Approach to the use of formative assessment is
assessments rudimentary, including only some of the instructional
outcomes.
Use for planning Unsatisfactory Teacher has no plans to use assessment results in
designing future instruction.

WTS 8 Performance Descriptors to reference for evidence:

Congruence: See above table
Criteria: See above table
Design: The teacher uses assessment strategies to involve learners in self-assessment
activities, to help them become aware of their strengths and needs, and to encourage them to set
personal goals for learning. The teacher appropriately uses a variety of formal and informal
assessment techniques (e.g. observation, portfolios of student work, teacher-made tests,
performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to
enhance her or his knowledge of learners, evaluate students progress and performances, and
modify teaching and learning strategies. The teacher evaluates the effect of class activities on
both individuals and the class as a whole, collecting information through observation of
classroom interactions, questioning, and analysis of student work.
Use: The teacher solicits and uses information about students' experiences learning
behavior, needs, and progress from parents, other colleagues, and the students themselves. The
teacher maintains useful records of student work and performance and can communicate student
progress knowledgeably and responsibly, based on appropriate indicators, to students, parents,
and other colleagues. The teacher monitors his or her own teaching strategies and behavior in
relation to student success, modifying plans and instructional approaches accordingly.

Assessment of Learning Environment Related to Assessment Practices

Table 3: Assessment Practices and Effect on Learning Environment

Danielson A Framework for Teaching, Domain 3: Using Assessment in Instruction (p. 89)
Component 3d: Using Assessment in Instruction
Element Rating Current Evidence to Support Rating/Area to Improve
Assessment Criteria Proficient Students are fully aware of the criteria and
performance standards by which their work will be
evaluated.
Monitoring of student Basic Teachers monitors the progress of the class as a whole
learning but elicits no diagnostic information.
Feedback to students Basic Teachers feedback to students is uneven and its
timeliness is inconsistent.
Student self- Unsatisfactory Students do not engage in self-assessment or
assessment and monitoring of progress.
monitoring of progress
LEARNING ENVIRONMENT: reworking WTS 8 from the students perspectives.
Criteria: could students name the learning objectives (what know/do) during an
instructional segment? For a task, can students explain the line between unacceptable and/or
essentially proficient, fully proficient and mastery, explaining how the assessment strategies and
instruments are appropriate to the learning outcomes being evaluated and to other diagnostic
purposes.
Monitoring: Do all students participate in assessment, knowing that assessment will be
used to identify student strengths and promote student growth rather than to deny access to
learning opportunities? (I cannot fail.) Do students know the teacher uses assessments to
enhance her or his knowledge of learners, evaluate students progress and performances, and
modify teaching and learning strategies? When the teacher solicits and uses information about
students' experiences, learning behavior, needs, and progress from the students themselves, do
they value that process by quickly and objectively providing ideas for improvement? Do
students use terms of the subject and assessment criteria to question ratings and frame
discussions, knowing the teacher maintains useful records of student work and performance and
can communicate student progress knowledgeably and responsibly, based on appropriate
indicators?
Feedback: Are students given timely feedback that explains specifically what is correct
and incorrect? (Can each explain next steps that will support his/her further growth and
development after viewing results of an assessment?)
Students: Do students consider continual formative assessments (informal and formal)
as beneficial and necessary for successful learning? Before deadlines, do students seek
informal formative assessments if unsure of performance? Do students take responsibility for
their own formative assessments and try to evaluate objectively, knowing it will help them
become aware of their strengths and needs, and encourage them to set personal goals for
learning?

Analysis Conclusion and Essential Question to Guide Research

These three assessments, guided by WTS 8, suggest the importance of formative

assessment, involving students in their own self-assessment, and in monitoring assessment

results on a regular basis so as to inform further instruction. The overall inquiry question to guide Commented [JS4]: This is a key point in driving your
research. Finding ways for your staff to increase their skills
and use of formative assessment, and empowering students
my 693 learning process is How do I inform future instruction through the use of formative will be your challenge in the future at your school.

assessments such as student self-assessment and other methods?

 Assessment Investigation Notes

Introduction

To address growth based on WTS 8, two sources involved in-class investigations, and the

remaining information came from practical research outside class. The tables show notes from

these investigations representing those areas that emerged as most significant in improving my

assessment tools and practices.

Table 1: Aligning Assessment to Developmental Expectations, Planning and Delivery

Source: Danielson (2007): Enhancing Professional Practice, A Framework for Teaching (p. 59-
63, 86-89)
Answers/Insights + Significant Details
Assessment has two uses
o To determine if students have achieved the outcomes assessment of learning
o To provide students and teachers with information to guide future learning
assessment for learning
Assessment for learning or formative assessment can be most powerful
Formative assessment must be designed to provide the most valuable information
o Careful analysis of incorrect answers can provide valuable information
o Analysis of student writing provides level of understanding
Formative assessment can be very informal such as picking up clues during discussions
or it can be a clearly structured tool that provides the valuable information
Formative assessment should be part of the lesson plan Commented [JS5]: I especially like the idea of having staff
Teachers who use formative assessments can actually promote learning PLAN for formative assessment at least several times every
week. This could be a goal for the future. Some of these
Formative assessment allows students to monitor their own learning could be identified and shared with others at team or staff
Feedback to students after formative assessments is essential for growth in knowledge meeting.

and understanding
o Feedback must be:
Accurate
Constructive
Substantive
Specific
Timely
o Feedback is only going to work if it is used by students
Student self-assessment allows students to take responsibility for their learning
o Measured against criteria for success
o Steps should be taken to allow students to implement their assessment results in
order to improve success
Example of Application
When students describe [orally]the relationship between floating and buoyancy, teachers can
readily determine those students for whom the distinction is still cloudy. Action can be taken
by the teacher to clear up any misunderstandings.

Table 2: Improving Assessment Tools and Practices

Source: Thomas R. Guskey, Five Obstacles to Grading Reform Commented [JS6]: Guskeys ideas are certainly provocative
Answers/Insights + Significant Details and enlightening. Taking one obstacle or myth at a time
could be a good place to start in terms of having
Grading and reporting conversations about grading reform with staff.
Five long-held beliefs that interfere with reform
o Grading should differentiate among students
Select talent or develop talent?
Selecting talent
o Must achieve the greatest variation among students
o Poor teaching will do that
o Assessments can be used for that purpose
Developing talent
o Know what you want students to learn and do what you can
to achieve that
o Success = little variation among students
o Normal bell-shaped curve
Curve is based on random distribution of data with no interventions
Interventions should produce different results than a bell-shaped curve
Teaching is an intervention
o Distribution should show success or failure of the teaching
Research shows that instructional results does not resemble a bell-
shaped curve
o Grades should be based on student standing
Norm-based grading students grades dependent on others
Does not tell about what students have learned
Increases competition
Grades must be based on clear, specific criteria
o Poor grades make students work harder
No research supports the idea that students work harder because of them
Some schools have eliminated the F grade not allowing the student to
fail means giving all possible assistance so the success at some level
occurs
o Each course/subject should have one grade
Typically scores are merged in some fashion from a variety of areas such
as homework, test, projects, and alike to produce an overall grade
Some schools have moved to grades for specific areas separately using
 explicit indicators
Product criteria
o Primarily based on summative assessments or final projects
o GPA would be based on this
Process criteria
o Based on homework, formative evaluations, or effort
Progress criteria
o Gauges improvement based on some indicator of growth
Teacher workload using these three areas has not shown an increase

Example of Application
If you make clear what students are to learn and be able to do, then develop measurable criteria
that indicates successful learning, and teach so that all reach the goal(s) then most, if not all,
students receive high grades. Commented [JS7]: Yes. This is the challenge and the
opportunity to move students and schools from good to
great.

Table 3:
Source: University of Oregon (2014), Teacher Effectiveness Training, Ways to Assess Student
Learning During Class
Answers/Insights + Significant Details
Ways to Assess Student Learning During Class
o 14 methods/tools are explained
Examples are:
Brainstorming
Item Clarification
Strip Sequence Commented [JS8]: These formative assessment techniques
and strategies are excellent. Helping your staff learn about
o Each method/tool has specific steps listed these and add a few to their teaching repertoire can go a long
o A statement of value is given for each way in improving student achievement.
For example: Under Brainstorming
Value: promotes critical and creative thinking=g and imagination
o Document ends with sources cited as well as internet links to resources

Example of Application
Strip Sequence: If a series of steps is critical to learn, the teacher can provide students with the
individual steps listed on separate strips of paper. The student is given the task of reassembling
the steps in the correct order. This can be done individually or in groups and takes a very short
time to do but provides valuable information to the teacher as the those who have not learned the
sequence of steps.

Table 4:
Source: University of Kentucky, Center for the Enhancement of Learning & Teaching, 50
Classroom Assessment Techniques
Answers/Insights + Significant Details
50 Classroom assessment techniques Commented [JS9]: This list is very extensive!
o Each technique is very briefly explained
o Techniques are grouped under three headings and each heading is further divided
into a variety of subheadings
o The headings and subheadings help to guide the teacher to the type of assessment
technique that best applies
o The techniques are so briefly explained that a teacher would have to work out the
details of the assessment
o For example:
First heading: Techniques for Assessing Course-related Knowledge and
Skills
Each subheading in this category is related to a level of Blooms
Taxonomy Commented [JS10]: This feature is vey helpful.
Encouraging teachers and ultimately students to use
activities and approaches at higher levels of thinking should
Example of Application be the goal.
A teacher who was checking if students recalled a specific event in history and understood the
facts related to the event and the importance of the event may use a technique called Focused
Listing. This technique is found under the first main heading and the first subheading since it
applies, for the most part, to a lower level of Blooms Taxonomy. The technique requires a
teacher to give a single important term, name, or concept, such as Julius Caesar from world
history, and the students are to list all the relates ideas, terms, etc. they can think of in a specified
amount of time.

Table 5:
Source: Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for Commented [JS11]: Please correct the format here.
your classroom. ASCD.
Answers/Insights + Significant Details
Why Check for Understanding?
o Students often not self-regulated Commented [JS12]: Yes, we need to help students learn
how to do this and become proficient in this skill.
o Most checking for understanding is ineffective
o Unless checking occurs you dont know what is being learned Commented [JS13R12]:

o Must occur during instruction not after

Formative in nature
Not summative
o Should lead to better teaching
o Should become part of the regular teaching process Commented [JS14]: I love Madeline Hunters term for
Oral Language this Dipsticking. It must be used frequently in the
teaching process to assess where students are at and then
o Speaking and listening monitor and adjust instruction accordingly.
Listen to what students say
Allow student-speak
 o Typically to much teacher-talk vs. student-talk
Questioning
o Powerful tool
o Effective if done well
o Must be part of the lesson plan
Writing
o Writing is an expression of thinking just as speaking is
o Create thoughtful prompts
Projects and Performances
o Often underused
o Design is critical to success
Tests
o Usually summative in nature
o Should also be used to help plan instruction Commented [JS15]: Yes. This is critical to lesson design.

Example of Application
A teacher assigns each student to create a character map for each main character in a story the
students were reading. The students are instructed explain what they think about each character
and to give evidence from the story that supports their opinion. This is an example of using
writing to check for understanding. The teacher would look at each students maps and analyze
the depth of knowledge and understanding they have of not only the main characters but of the
story as well.

Research Conclusion Commented [JS16]: Excellent concluding statements.

Teachers need to know if students are learning; are they meeting the intended outcomes.

Formative assessment is critically important in order to check for understanding. All assessment

should direct instruction to meet the needs of the learners. There are many types of formative

assessment tools that can be used by teachers and must be included in lesson planning.

Assessment in general and formative assessment in particular must become a regular part of the

instructional process.
 Investigation Implications

The classroom investigation of assessment tools and practices suggested that the most

important area to improve assessment in my targeted lesson is to assist teachers in gaining

knowledge of formative assessment techniques and to include those techniques within the

instructional plan. Commented [JS17]: Yes. Even baby steps will help with
staff. In Collins book Good to Great, he argues that the slow
methodical push forward can eventually lead to a
Research-based Action Plan breakthrough moment. The hedgehog ultimately will beat
the fox!
See Artifact B, which shows the lesson plan that provided evidence of understanding

lesson planning elements for the Instructional Design and Assessment course and incorporated

ideas from research.

Post Assessments

Assessment of Before-After Changes in Student Performance Related to Targeted SLOs

Table 1a: Pervious Academic Student Performance Compared to PK-12 Vertical

Standards
Skill Grade Significant Performance Factors that Determined Current Proficiency Rating
Level Level (proficiency = performance meets all expectations at and below the rating)
Lowest 4 Six out of six students could identify important events and famous people
during the United States Civil War.
Median 6 Five out of six students could identify and describe important events and
famous people during the United States Civil War.
Highest 8 Three out of six students could describe the causes and consequences of the
United States Civil War.
Overall Based on summative assessment given at conclusion to unit of study on the
U.S. Civil War.

Table 4a: Academic Student Performance Outcomes After Applying Learning

Skill Grade Significant Changes in Performance Compared to Previous Evidence
Level Level
Lowest 4 Six out of six students could identify the three amendments to the United
States Constitution known as the Civil War Amendments.
Median 6 Six out of six students could identify and describe the amendments and the
changes they were intended to make.
Highest 8 Five out of six students could describe the difficulties that resulted during
practical application of the amendments within the United States.
Overall Based on observation of instruction during unit on Reconstruction and
 Westward Movement and analysis of formative assessments used by the
teacher.

Approx. % Table 1b: Previous Student Performance Related to Assessment

a =100 Current approximate % of student participation during (a) guided assessments,
b =100 (b) independent assessments in classroom, (c) peer assessments in classroom.
c =N/A Current approximate % of completion for assessments assigned as homework.
d =N/A
N/A Current overall accuracy in assessing own work using criteria or assessment tools.
20 Current understanding of formative assessment as a valuable learning strategy.

Approx. % Table 4b: Student Performance Outcomes Related to Assessment After

Applying Learning (See Artifact B.)
A =100 Approximate % of student participation during (a) guided assessments,
B =100 (b) independent assessments in classroom, (c) peer assessments in classroom.
C =100 Approximate % of completion for assessments assigned as homework.
D =83.33
60 Overall accuracy in assessing own work using criteria or assessment tools.
80 Understanding of formative assessment as a valuable learning strategy.

Assessment of Before-After Assessment Design Related to WTS 8 and Targeted SLOs

Table 2: Previous Assessment Design

Danielson A Framework for Teaching, Domain 1: Planning and Preparation (p. 63)
Component 1f: Designing Student Assessments (See Artifact A-1.)
Element Rating Current Evidence to Support Rating/Area to Improve
Congruence with Proficient All instructional outcomes are assessed through the
instructional outcomes approach to assessment.
Criteria and standards Proficient Assessment criteria and standards are clear.
Design in formative Basic Approach to the use of formative assessment is
assessments rudimentary, including only some of the instructional
outcomes.
Use for planning Unsatisfactory Teacher has no plans to use assessment results in
designing future instruction.

Table 5: Assessment Design After Applying Learning

Danielson A Framework for Teaching, Domain 1: Planning and Preparation (p. 63)
Component 1f: Designing Student Assessments
Note: Lack of a rating change does not necessarily signify lack of improvement.
Element Rating Significant Changes Related to Previous Rating
(What planning changes worked best and why?)
Congruence Proficient All instructional outcomes are assessed through the approach to
with assessment.
instructional
outcomes
Criteria and Proficient Assessment criteria and standards are clear.
standards
Design in Proficient Lesson plans include well-developed strategies to include
formative student as well as teacher formative assessments.
assessments
Use for Proficient Plans to use assessment results in designing future instruction for
planning class as a whole/groups/individuals.

Assessment of Before-After Learning Environment Related to Assessment and Targeted

SLOs

Table 3: Previous Assessment Practices and Effect on Learning Environment

Danielson A Framework for Teaching, Domain 3: Using Assessment in Instruction (p. 89)
Component 3d: Using Assessment in Instruction
Element Rating Current Evidence to Support Rating/Area to Improve
Assessment Criteria Proficient Students are fully aware of the criteria and
performance standards by which their work will be
evaluated.
Monitoring of student Basic Teachers monitors the progress of the class as a whole
learning but elicits no diagnostic information.
Feedback to students Basic Teachers feedback to students is uneven and its
timeliness is inconsistent.
Student self- Unsatisfactory Students do not engage in self-assessment or
assessment and monitoring of progress.
monitoring of progress

Table 6: Assessment Practices and Effect on Learning Environment

Danielson A Framework for Teaching, Domain 3: Using Assessment in Instruction (p. 89)
Component 3d: Using Assessment in Instruction
Element Rating Significant Changes Related to Previous Rating
What worked best for confident learning and why?
Assessment Proficient Students are fully aware of the criteria and performance
Criteria standards by which their work will be evaluated.
Monitoring Proficient Teacher monitors progress of whole class and makes use of
of student diagnostic information. Teacher actively and systematically
learning elicits diagnostic information from individual students regarding
their understanding and monitors individual progress.
Feedback to Basic Teachers feedback to students is uneven and its timeliness is
students inconsistent.
Student self- Basic Students occasionally assess and monitor the quality of their own
assessment work against the assessment criteria and performance standards
and and make active use of that information in their learning.
monitoring
of progress

Reflection of Entire Learning Process

Most Effective Attitudes and Actions in My Seven-Step Learning Process and Why

1. Formative assessment is critically important to overall effectiveness of learning.

2. Self-Assessment is needed to help students take ownership of their own learning.

Least Effective Attitudes and Actions in My Seven-Step Learning Process and Why

1. Need to more actively apply the results of my own analysis of progress.

My Next Steps for Improving My Learning Process (What to Learn and/or How I Learn)

1. Focus my research on how to help my teachers increase skill in questioning.

2. Assist my teachers in the importance of timely feedback to students. Commented [JS18]: This could include such things as
incorporating opportunities for immediate feedback from the
teacher, student self-assessment, and student reflection. The
key here is IMMEDIATE and SPECIFIC feedback.
 References

Center for the Enhancement of Learning & Teaching. (n.d.). 50 Classroom Assessment

Techniques. University of Kentucky. Retrieved from http://www.uky.edu/celt/50-

classroom-assessment-techniques-cats

Danielson, C. (2007). Enhancing professional practice: A framework for teaching. (2nd ed.).

Alexandria, VA: Association for Supervision and Curriculum Development.

Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques

for your classroom. Alexandria, VA: Association for Supervision and Curriculum

Development.

Guskey, T. R. (2011). Five obstacles to grading reform. Educational Leadership, 69(3), 16.

Teacher Effectiveness Program. (2014). Ways to assess student learning during class.

University of Oregon. Retrieved from http://tep.uoregon.edu/pdf/assessment/

Ways_to_Assess_Student_Learning_During_Class.pdf

Wisconsin Department of Public Instruction. (n.d.). Wisconsins model academic standards for

social studies. Retrieved from http://dpi.wi.gov/social-studies/standards/history

 Artifact A: Example of an Assessment Tool Before Improvement

The following is an example of an assessment tool used by sixth grade students in a U.S.

history class at the end of a unit on the U.S. Civil War. The assessment is a unit test. No

formative assessment tools were used during the unit except for questioning and a traditional

review before the test.

 Artifact B: Improved Lesson Plan

Highlighting represents examples of aligning expectations, content, process, product, and

assessment into one learning unit.

5 planning elements: objectives, content, process, product, assessment (3 types: diagnostic,

formative, summative). One example in CAPITALS/YELLOW HIGHLIGHT
5 assessment tools/methods: five formative or summative methods
6 levels of Blooms Taxonomy (explain missing or eventual levels)
5 thinking patterns (place term next to synonym: Introduce/Define by group
5 instructional strategies/techniques: see 693 term sheet for ideas
3 different differentiation strategies (LL, ML, HL; multiple intelligences
MUS, VIS, VER, LOG, BOD, INTER, INTRA, NAT, EXIST; learning styles
SEE, HEAR, TOUCH, SMELL, TASTE, DO, EMOTION, SETTING; explained
specific differentiation needs and coded in the lesson.
1 use of technology incorporated into entire unit (green type)
1 example of making purposeful connections: widening perspectives to realities, interests,
students past/present/future, cultural/racial/ethnic awareness, gender sensitivity, etc.

WTS 8 MODEL LESSON PLAN

Emphasizing Essential Elements: Unit Overview

Wisconsin Administrator Standard #3: The administrator leads by advocating, nurturing and
sustaining a school culture and instructional program conducive to pupil learning and staff
professional growth.

Danielson A Framework for Teaching, Domain 3: Instruction, Component 3d: Using

Assessment in Instruction

Unit Name: Danielson Framework Domain 3d

Time: 4 hours
Materials: (Not necessary to complete for this task, just show in steps when necessary.)

Essential Standards: Wisconsin Teacher Standard (WTS) 8: Teachers know how to test for
student progress. The teacher understands and uses formal and informal assessment strategies to
evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Essential Unit Question: How do teachers check for understanding?

Essential Unit Answer: Teachers use an array of formative assessment tools as part of
instructional planning in order to check for student understanding.

Essential Steps for Success in Entire Unit: PROCESS

Standards: Teachers know how to test for student progress. The teacher understands and uses
formal and informal assessment strategies to evaluate and ensure the continuous intellectual,
social, and physical development of the learner.

Content: This unit presents a variety of formative assessment techniques. Level 3

Process: The unit will involve active participation of teachers who, working in grade level pairs,
will research a variety of formative assessment techniques from a list presented to them via a
PowerPoint presentation.

Summative task: Teachers, working in pairs, will present two techniques to the larger group and
instruct the group on how to use the technique. Level 3 & 6

Summative Assessment: Teachers will submit a lesson plan that uses one of the techniques
presented and then follow up with a brief written self-reflection on how it worked.

One Targeted Lesson within Connected Lesson Plans

Lesson for Step: Research formative assessment techniques. Guided Practice.

Lesson Objectives: To understand (level 2) the importance of formative assessment
To evaluate (level 5) formative assessment techniques
To instruct colleagues (level 5) on select formative assessment techniques

Time: 2.5 hours

Essential Lesson Question: What are some useful formative assessment tools in the classroom?
Essential Lesson Answer: There are a number of useful formative assessment tools that can be
applied in the classroom.
Evidence of Proficiency: Teachers will instruct each other on two formative assessment
techniques.

Steps for Success:

1. Using a PowerPoint presentation explain what checking for understanding is and why it
is important? (Levels 1 & 2)
2. After the PowerPoint, using a formative assessment tool known as Index Card
Summaries/Questions, have each grade-level pair of teachers write a brief summary of
the big ideas they gleaned from the PowerPoint presentation on one side of the index card
and list any questions they have on the back side of the card. (Level 4)
3. Discuss the presentation using the index cards.
4. Using laptop computers connected to the internet have teachers, working in grade-level
pairs, research a pre-selected list of five formative assessment tools. (Levels 4 & 5)
5. Each pair of teachers are to choose two of the tools to share with the large group and
instruct the group on its use. (Level 5)
6. After each pair presents their formative assessment tools, lead a brief discussion with the
large group on the merits of the particular tools presented. (Level 4)
 7. Working as individuals each teacher is to choose one tool that was presented and identify
a lesson that they could apply the tool within the next two weeks. (Level 3)
8. Each teacher is to submit the lesson plan containing the tool. (Level 6)
9. After the lesson has been given each teacher is to give a reflection, either orally or in
writing, on how the tool worked in the lesson. (Level 5)

Artifact C: Examples of Low, Median High Student Work Showing Their Assessment Markings

The following is an example of a formative assessment tool used by pairs of sixth grade

students in a U.S. history class during unit on Reconstruction and Westward Movement. The Commented [JS19]: Excellent formative assessment
strategy. Did you or a teacher develop this? If you used an
idea from the research, be sure to add a source and citation.
students, working in pairs, were given important terms that they were expected to know. The

pairs listed, on chart paper, as many facts related to the terms as they could in two minutes. The

pairs rotated to the next chart and added other facts that they remembered that were missing in

one minute. They kept rotating until all charts were looked at. Each pair had their own color

marker. When finished, the students shared their original chart with the large group. A

discussion ensued.