Assessment Quiz (50 points total)
1. Explain the difference between formative and summative feedback. (4 Points)

2. Why does formative assessment help teachers and learners both answer the question, “What do I do next?” (3 Points)

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3. Complete the chart below: (9 Points)
Assessment Type
Write the definition & 2 Examples for each

a. Selected Response

b. Extended Written Response

c. Performance Assessment

4. What makes the following an example of “authentic performance assessment?” (4 Points)

You have been asked to write an informational piece on snakes for PARC, the partners in the Amphibian and Reptile conservation whose mission it is to converse amphibians, reptiles, and their habitats as integral parts of our ecosystem and culture. Your writing will be read by 4th grade students as a part of the campaign to get their “facts straight” about these amazing and important creatures. Using a variety of informational texts, you will complete several tasks to author a picture book or a feature article to teach children about the value of snakes in our ecosystem.

5. Examine the unit plan on page 3. This chart only shows week one of a three-week unit about bullying in school. Find the assessment moments identified as “formative.” Examine them and the related learning opportunities to help you respond to the following questions:

a. What makes the formative assessments “formative?” (4 Points)

b. How does each formative assessment show progress towards the lessons’ learning objectives? (4 Points)

c. How can the teacher use the formative assessments from this week to guide his/her instruction for the second week? (4 Points)

6. Read each of the following three examples of formative assessment practices. Answer the questions for each example. (18 Points total – 6 points per example)
Learning Issue – The errors that show up in students’ class work or homework leave one wondering whether they were actually in the classroom when the lessons were taught.

Formative Assessment – Students compare their homework solutions in groups, determine 1-2 areas of confusion that still exist, share out with teacher. Later, they individually write “What is still confusing is….”

What would the teacher learn from this formative assessment?

What would students learning from this formative assessment?

Learning Issue – This is the third lab and students are still forgetting to include all the requirements of a lab report.

Formative Assessment – Teacher hands out copies of an excellent lab report and a poor lab report. Students identify indicators of quality with the reports (either locating these on the rubric, or creating the rubric). Students then write their first lab report, indicating particular places where they attempted to include the indicators.

What would the teacher learn from this formative assessment?

What would students learning from this formative assessment?

Learning Issue – Even the best students repeatedly write dry and uninteresting narratives.

Formative Assessment – Working in pairs, students use criteria from the idea development dimension of a rubric to give and receive feedback on a personal narrative. The focus for the review is the use of description and details. Referring to the rubric, they write comments or questions designed to help the author better use details and description to develop their writing, identifying specific examples from their partner’s piece to illustrate their comments and questions. Time is provided for all students to set goals for the next day’s writing time, based on what they would do to their piece in response to the feedback that they receive.
What would the teacher learn from this formative assessment?

What would students learning from this formative assessment?

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