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MIAA 330

DEMONSTRATION
OF ADVANCED
PRACTICE
Hambleton 1.15

MAIN P0INTS

Designing Assessments
Differentiated

Instruction
Pre, Formative, Summative

Assessments and Data


Demographics
Common

Core aligned

Error Analysis
How

to use correctly

DESIGNING ASSESSMENT

DESIGNING ASSESSMENT

To ensure adequate data is collected and


student comprehension is mastered, whenever
possible, assessments for each phase should be
structured as follows:

DESIGNING ASSESSMENT

Here I showcase a constructed response, Common Core aligned,


question for grade 7. The question is broken up into multiple parts
and requires significant analysis and thought process of student. I
frequently equate math to shopping, so students felt comfortable
with the vocabulary.

ASSESSMENT AND DATA


Do my
assessments
comply to state
standards?

Do they link to
the
demographics of
your
school/district?
Are they
Universal Access
compliant?
EL
SES
Varying Learning
Levels

Pre
Formative
Summative
Have you
collaborated
with staff and
administrators
to verify
validity and
expectations?

Are they
easily
modifiable
so that all
students
have access
to core
curriculum?

ASSESSMENT AND DATA

The following portrays recent formative assessments


in my Alg. 1 class. Students were tasked with solving
linear equations on the board. I randomly selected
heterogeneous groups so that all levels of learning
were included on the same task. Students in their
seats were only allowed to assist the others
verbally very challenging.

ASSESSMENT AND DATA

This particular formative assessment was


successful as it encouraged group
collaboration in a social context, which highly
assisted students who had not yet mastered the
process of solving via substitution. Class points
were given to winners, so they were eager to
succeed. We played the game for
approximately 20 minutes. After which, I gave
a short summative quiz. Scores resulted in only
2/29 receiving grades less than a C.

ERROR ANALYSIS AND LEARNING


TRAJECTORIES

If students didnt make errors, they


wouldnt need teachers. However, the
competent teacher must know how to
analyze a students error and decipher its
meaning and devise an alternative
method of instruction delivery so that the
student can correct him/herself and
ultimately master the standard.

ERROR ANALYSIS AND LEARNING


TRAJECTORIES

I was tasked with teaching Kindergarten


students how to count by ones both
verbally and in written expression.
Students had not yet been introduced to
linking cubes, so I was appreciative of
the opportunity to be able to introduce
the manipulative concepts to the group.

ERROR ANALYSIS AND LEARNING


TRAJECTORIES

Common mistakes included omitting the + sign and


writing 14 = 3, writing numbers backward,
miscounting the cubes, and grouping the cubes
together instead of separating them in conjunction
with the written equations.
To prevent errors, I first had students write the + side
on their whiteboards. I then reminded them that they
had to represent each number in the equation on one
side of the + sign. These preventive techniques greatly
increased their ability to verbalize and write equations
from 1+1 through 1+10.

FINAL THOUGHTS

Designing a thorough assessment plan which


consists of properly aligned Common Core
questions for grades K 8 is an arduous task which
requires advanced teacher dedication and
perseverance. This is especially true for we do not
yet have the luxury of being able to open a text
book, or download a file pertaining to assessments
for our grades by district. Thus, the majority of our
data gathering is manual and extremely time
consuming. However, it is necessary if one intends
to adhere to Common Core standards and commit
to student academic success.

WHAT IVE LEARNED

Assessments must be utilized in preassessment, formative, and summative


formats
Assessments must be Common Core aligned
Assessments must include a variety of
question formats: selective, constructed, and
extended questions
Assessments must be easily modifiable for
Universal Access and differentiated
instruction