Ep Balanced Assessment Plan - N

Running Head: BALANCED ASSESSMENT PLAN
Revised Balanced Assessment Plan
Nermin H. Fialkowski
National University
Master of Science- Advanced Teaching Practices
Spring 2019
REVISED BALANCED ASSESSMENT PLAN 2
Table of Contents
Definition of Assessment Literacy ................................................................................................... 4
Assessment Literate Educator................................................................................................................... 4
Personal Assessment Literacy Philosophy...................................................................................... 5
Theoretical Philosophy ............................................................................................................................. 5
Beliefs About Assessment ........................................................................................................................ 7
Beliefs About Teaching & Learning....................................................................................................... 11
Characteristics of an Assessment Literate Educator .................................................................... 14
Assessment of Learning................................................................................................................. 14
Definition ................................................................................................................................................ 14
Components Within My Classroom ....................................................................................................... 15
Assessment Results & Communication .................................................................................................. 16
Assessment for Learning (in my classroom) ................................................................................. 17
Definition ................................................................................................................................................ 17
Components Within My Classroom ....................................................................................................... 18
Assessment for Learning (in my school/district) ........................................................................... 19
Definition ................................................................................................................................................ 19
Components Within My System............................................................................................................. 20
Gap Analysis ................................................................................................................................. 22
What Needs to be Changed or Improved to Create a More Balanced Assessment System? ................. 22
Formative Assessment Action Plan ............................................................................................... 24
Description of Practice ........................................................................................................................... 24
Purpose & Rational ................................................................................................................................. 25
Elements ................................................................................................................................................. 27
Interactive Activities ........................................................................................................................................... 27
Differentiated Learning Assignment ................................................................................................................... 28
Formative Assessment Quiz ................................................................................................................................ 29
Feed-Up .................................................................................................................................................. 30
Clear Learning Targets ........................................................................................................................................ 30
Method of Assessment ........................................................................................................................................ 31
Feedback ................................................................................................................................................. 32
Interactive Activities ........................................................................................................................................... 32
Differentiated Learning Assignment ................................................................................................................... 32
Formative Assessment Quiz ................................................................................................................................ 33
Feed-Forward.......................................................................................................................................... 35
Techniques, Strategies & Tools .............................................................................................................. 36

Assessment Plan ..................................................................................................................................... 36
Implementation & Timeline ................................................................................................................... 38
Communication Plan .................................................................................................................... 39
Assessment Information Communication & Delivery to Stakeholders.................................................. 39
Communication & Feedback .................................................................................................................. 41
Keys to Effective Communication & Feedback.................................................................................................. 41
Purpose & Need for Descriptive Feedback to Support Learning ........................................................................ 41
Understanding of Need for Formative Assessment Feedback for Student Growth ............................................ 42
Plan for Communication & Feedback to Parents & Students for Ongoing Formative Assessment ................... 43
Resources ...................................................................................................................................... 46
Definition of Assessment Literacy
Assessment Literate Educator
Assessment is identified as “the process of gathering evidence of student learning to
inform education-relation decisions” (Assessment Literacy Defined). An Assessment Literate
Educator (ALE) understands how to gather student data (evidence) and use it as the drive for
supporting and improving student learning and achievement (Assessment Literacy Defined).
This student data then gives justification to implement necessary instructional and learning
changes, so that learning outcomes and goals can be reached (Witte, R.H., 2010). To best
support student learning, an ALE must understand the basics of creating effective assessments,
since quality assessments produce quality (informed) instruction. For an ALE to create a high-
quality assessment, they must begin by setting and communicating clear and understandable
learning targets for students (Chappuis, Stiggins, Chappuis, & Arter, 2012). First, the purpose
for assessment must be identified (student improvement, instructional program improvement,
student/teacher/system accountability, program evaluation, and prediction of future
performance/achievement), then the ALE can select an appropriate method for assessing the
learning targets. Ultimately, the ALE will then take the results of the learning targets and make
appropriate instructional decisions for individual and groups of students (Assessment Literacy
Standards). These characteristics of an ALE are the Five Keys to Quality Classroom
Assessment, as identified by Chappuis, Stiggins, Chappuis, and Arter (2012): 1- Clear purpose;
2- Clear targets; 3- Sound design; 4- Effective communication; 5- Student involvement.
An ALE also incorporates the Seven Strategies of Assessment for Learning into their
practice. These seven strategies are: 1- Provide students with clear and understandable learning
targets; 2- Use examples of strong and weak work (provide models); 3- Offer regular descriptive
feedback; 4- Teach students to self-assess and set goals; 5- Design lessons to focus on one
learning target at a time; 6- Teach students focused revision; 7- Engage students in self-reflection
and let them keep track of and share their learning (Chappuis, Stiggins, Chappuis & Arter, 2012).
These practices are intended to be implemented as a form of formative assessment in response to
student learning that is happening on a daily basis.
Lastly, an ALE provides regular descriptive feedback to students (Chappuis, Stiggins,
Chappuis & Arter, 2012). Feedback to students is intended for supporting their learning. It is a
guide to how they can improve their learning (Assessment Literacy Defined). This feedback
should have a focus on revision (Chappuis, Stiggins, Chappuis & Arter, 2012). The objective of
feedback is to be purposeful, rather than providing students with a numerical score value.
Feedback should improve students’ attitudes, aspirations, mindsets, and achievement
(Assessment Literacy Standards). To take feedback one step further, an ALE engages students in
self-reflection while allowing them to share their learning. Student reflection then ties high-
quality assessments together with clear learning targets to form a union between teaching and
learning.
Personal Assessment Literacy Philosophy
Theoretical Philosophy
The word philosophy holds an immense connotative definition. In terms of Educational
Philosophies, it is a “statement (or set of statements) that identities and clarifies the beliefs,
values, and understandings of an individual or group with respect to education” (The Scots
College). An educator’s philosophy requires systematic and critical thinking about one’s
educational practice (MSAP 600- The Inspired Educator Developing and Educational
Philosophy).
The two main educational philosophies that drive me as an educator are Existentialism
and Progressivism. Existentialism “stresses the importance of the individual and emotional
commitment to living authentically” (Authentic Educating, 2012). The emphasis is on personal
choice, where one’s choices and actions define who they are (Educational Philosophy: The
Intellectual Foundations of American Education). Progressivism has a focus on individual
development, placed on needs of students (MSAP 600- The Inspired Educator Developing and
Educational Philosophy).
A main focus in my classroom is the development of my students’ reasoning and critical
thinking skills. But before students can reason and think critically about the content, there must
be a connection to the topic. And in order for students to connect with the content, I must first
make a personal connection with them. Through the lens of Progressivism students need be an
active part of their education. This means incorporating students’ needs, experiences, and
interests (Study.com). A key component to creating engaging lessons is making content relevant
to students. “’One of the best ways for students to deepen their learning about a particular
concept or process is for them to see how it relates to their lives’ (Erwin, 2004, 90). If you want
students to remember what you teach, make it relevant (Jensen, 1995, 110)” (Sullo, 2013, p.
131).
I believe that my role as an educator is to help students figure out who they are. Jean
Paul Sartre’s view of Existentialism is that people define themselves by their personal choices
(Authentic Educating, 2012). Through education students become well informed and thus they
can make their own decisions to guide them into becoming the best version of themselves. My
classroom is a safe place where students can actively test their ideas by experimentation, whether
it be about their persona or content. Through this experimentation students learn by doing
(Cohen & Gelbrich, 1999). I hope to motivate my students to live authentically and be true to
themselves. My goal is for students to take their developed reasoning and critical thinking skills
from my class and apply it their lives by making appropriate life choices.
I know that for students to be able to take their critical thinking skills and apply them to
their everyday lives, they first need practice, guidance, and support in self-reflection. As a
teacher, I can engage my students in self-reflection while allowing them to track and share their
learning. This additional support is Strategy 7 of Assessment for Learning (Chappuis, Stiggins,
Chappuis & Arter, 2012). Additional support for critical thinking skills comes from a
sociocultural constructivist perspective, where:
Learners are seen as actively constructing knowledge and understanding through
cognitive processes within a social and cultural context; as building new knowledge on
what they already know; and as developing the metacognitive skills necessary to regulate
their own learning (Trumbull & Lash, 2013, p.4).
Then, through the use of clear learning targets, I can support my students in knowing how to
self-assess and set goals. And once students have learned how to self-assess, they can then
engage in peer review through a social and cultural context.
Beliefs About Assessment
Assessment is one of the most powerful tools an educator can use in the classroom.
When used appropriately and effectively, assessment is used to guide an educators’ instruction.
Through assessment, educators are able to answer the fundamental question of their teaching
practices, “Am I truly effective with my teaching and are my students learning what they need to
learn?” (Witte, R.H., 2010). The gathering student data (evidence) then gives the educator
direction in their instruction; it gives justification to implementing necessary instructional and

learning changes to ones’ instruction so that learning outcomes and goals can be reached (Witte,
R.H., 2010).
Assessment not only guides an educators’ instruction, it also guides student learning.
And an assessment would hold no value if feedback is not provided to students. Through this
feedback, students will have tangible evidence whether or not they have met the learning targets
for the lesson. This feedback then supports students in their learning so that learning targets can
eventually be met. Although all students receive feedback, it is their emotional reaction to the
results that determines their response. Students should be able to understand their feedback and
results, know what to do next, and continue trying (Stiggins, 2014). Then students are able to
have productive responses to their assessment results, learning occurs. Through the use of
feedback, students also learn how to self-assess themselves. Self-assessment for students
includes reflection and goal setting (Assessment Literacy Standards) so that students can take
charge of their own learning success (National Task Force on Assessment Education). In
addition to numerical scores, feedback needs to be used as a way to improve students’ attitudes,
aspirations, mindset, and achievement (Assessment Literacy Standards).
Even if feedback is specific and descriptive, and the assessment is purposeful and
relevant, data results are meaningless if students begin with a negative attitude towards the
assessment. As soon as students determine that they are too “slow” or “stupid” to learn
something, all learning stops. The achievement gap of student success cannot be reduced if
students give up on themselves and stop the learning process (Stiggins, 2014). Students must be
able to self-identify as “winners” instead of “losers” so that they can be open to receiving a rich
curriculum with opportunities for critical reflection and analysis (Neuman, 2016). These student
beliefs usually arise when students do not know how to interpret feedback or know what the next
steps needed to reach the learning targets are- which ultimately leads to students giving up. That
is why it is important for educators to link assessment and student motivation together, as a way
for students to strive for academic success. Promoting academic success can be done through a
sense of self-efficacy, confidence, and accomplishment, where assessment can cause learning,
not just measure it. “All students must be given the opportunity to believe that academic success
is within reach for them if they strive for it” (National Task Force on Assessment Education).
My students are assessed weekly through the use of either quizzes or tests, varying from
partner, group, or individual. These weekly formative assessments guide my instruction
throughout the week. They help keep me focused on the learning targets for each section and
student expectations. Then based on the results of the assessments, I am able to make
adjustments to my instruction for the beginning of next week; I plan my lessons based on
students’ prior knowledge, ability, and interests (Acosta-Teller et al., 2016). These weekly
formative quizzes may seem excessive, but they are not. Assessment for student learning is a
continuous process that should be happening minute-by-minute and day-by-day. It is continuous
cycle of diagnosing student needs, planning next steps in instruction, providing targeted practice,
and then offering students feedback (Chappuis, Stiggins, Chappuis & Arter, 2012).
Students should be involved with the assessment process from the beginning. Starting
with the learning targets and expectations. Assessment expectations are very different than
knowing what will be on the assessment. Students should then be involved in the scoring
process of the assessment. This includes understanding assessment scoring, such as rubrics.
And lastly, in tandem with feedback, students should engage in self-reflection with the ability to
track and share their learning (Chappuis, Stiggins, Chappuis & Arter, 2012). Although having
students be active participants in the assessment process is important, including them in data
discussions is a sensitive subject. The act of judging students’ achievement and communicating
test results can either, trigger emotional dynamics and prevent them from progressing, or propel
them into a powerful learning trajectory (AAL 654). Also, over sharing data with students is not
a strong motivator (Neuman, 2016). But before students can be taken through the assessment
process, the assessment must first be balanced and fair.
Outside of being a balanced assessment, that accounts for various uses of question types,
assessment methods, and students’ language and culture, assessment must also demonstrate valid
interpretation of students’ ability and knowledge. The best way to support students in their
learning is through “curriculum-teaching.” Curriculum-teaching teaches to a body of knowledge
and/or a set of skills. The counter would be “item-teaching” which is also known as “teaching to
the test.” (Popham, 2001). Item-teaching is focused directly on individual/specific assessment
items. With item-teaching, students are coached through assessments with identical and/or clone
questions. With this additional coaching, students are provided with a stepladder during these
high-stakes exams, which ultimately leads to invalid and bias results of student’s knowledge and
ability. In terms of curriculum-teaching, teachers need to focus on a more comprehensive set of
understandings, which include building students’ background knowledge, being able to apply
current their knowledge, and extend student thinking (Neuman, 2016). Valid assessment results
should demonstrate students’ true comprehension skills.
The best way to implement curriculum-teaching to support student learning and
understanding is by having strong curriculum content that is aligned with the standards
associated with the high-stakes exams. These high-stakes exams and summative assessments
now match the increase rigor of the Common Core State Standards. As educators, the best
service that we can provide to our students is a true development of their knowledge,
understanding, ability, and skill. And to do this, educators must really study and identify their
content standards in order to identify and classify learning targets.
Although there is the physical component of an assessment, there is still an underlining
tone of culture and language that make an assessment fair. As noted by Trumbull and Lash
(2013):
Students’ responses to formative assessments, which teachers expect to interpret as
evidence of students’ content knowledge or skill, maybe affected by students’ relative
familiarity with the forms and uses of language in the assessment task. For example, a
student may not understand the grammar (form) of a question or may lack the skills to
mount an evidenced-based argument (one use of language) to respond to the question
adequately. (p. 10)
This is especially true for English Language Learners. These students are not only learning a
new language but learning new content in that new language; with different subject-matter
domains, in which students are learning how to use a new language as a way to learn and
demonstrate their learning (Trumbull & Lash, 2013). A students’ knowledge is comprised of
what's taught in school, their native intellectual ability, and their out-of-school learning (Popham,
1999) all which can account for a students’ intelligence, knowledge, and ability.
In the end, assessment is the bridge between teaching and learning. Student reflection
along with high-quality assessments, and clear learning targets form a union between teaching
and learning. Ultimately, high-quality assessments, produce quality (informed) instruction.
Beliefs About Teaching & Learning
My purpose as an educator is to help students develop their reasoning and critical
thinking skills. Through the use of mathematics, students learn that if they work hard and put in
their best effort they can succeed both in and out of the classroom. Having the ability to reason
abstractly and think critically will provide students with the independence needed for them to
come to their own conclusions about how to deal with difficult situations and the trajectory of
their own lives. During this process, I enjoy getting to know each of my students individually
and watching them reach their goals. I want my students to know that I am their biggest
supporter, and I only want them to succeed.
Regardless of the type of assessment, formative or summative, assessment results are not
fully indicative of teaching and/or student ability. Assessment results do not fully reflect a
student as a whole. Many additional external factors can affect a student’s score that are not
truly reflective of their abilities and skills. Almost all assessments lack an emotional component
that consider the student as a whole. Additionally, assessment results are also not fully
indicative of a teacher’s ability, or educational quality. James Popham (1999) lists three
significant reasons as to the invalidity of associating educational quality to standardized
achievement test scores: test-mismatch (what is taught locally versus what is tested), elimination
of important test questions (meaningful comparisons among students are only from a small
collection of items), and confounded causation (which accounts for what's taught in school,
students’ native intellectual ability, and students’ out-of-school learning).
Because assessment results cannot be 100% reflective of a student’s or teacher’s ability,
it is imperative that assessment results be acted upon. Otherwise, this assessment data is useless
(ASCD, 2015). Using formative assessment in the classroom guarantees that something will be
done about students’ current level of understanding. Formative assessment is a process and a
continuous learning sequence that occurs during instruction. Some formative assessment
practices during this sequence include: diagnosing student needs, planning next steps in
instruction, giving students targeted practice, and offering feedback (Chappuis, Stiggins,
Chappuis & Arter, 2012). The purpose of these practices to is to close the gap between a
learners’ current situation and where they want to be in their learning and achievement.
My teaching style is deeply rooted in my competence of Learner Literacy. At the top of
my list is creating a mentally and physically safe place for all my learners. This allows me to
create a nurturing environment that is rigorous and cognitively challenging for all learners
(Acosta-Teller et al., 2016). With a focus on learners as individuals, I am able to build
relationships with them, where I can adjust my instruction to meet their needs and use their
background, experience, and prior knowledge as a way to create engaging lessons. The
Existentialism side of me “understands that the ultimate goal of teaching is to create
independent, life-long learners and teaches accordingly” (Acosta-Teller et al., 2016). The end
goal is for students to become self-sufficient learners. I want students to be able to self-reflect,
track and communicate their learning, in addition to being able to set goal and self-assess.
Ultimately assessment, formative or summative, is a key component of the educational
system. Assessment is used to demonstrate student learning. Without a form of assessment,
formative or summative, one cannot measure student learning. Formative and summative
assessments support and verify student learning, and without these assessment types, there is no
evidence as to confirm student learning. And because assessment is such a big part of student
learning, it is essential to communicate its importance to stakeholders. Educational stakeholders
refer to anyone who is invested in the welfare and success of a school and its students. Some
educational stakeholders include: students, teachers, administration, parents, and the community
(The Glossary of Education Reform).

In the end, my goals as an educator are those of an Inspired Teacher, where I foster my
students’ learning by allowing them to strive socially-emotionally, achieve academically, and
contribute positively to their communities.
Characteristics of an Assessment Literate Educator
• Accommodating • Monitoring
• Adaptive • Open-minded
• Analytical • Provides feedback
• Balanced • Reactive
• Classroom Culture • Reflective
• Consistent • Researcher
• Creative • Responsive
• Diverse • Shares data with colleagues
• Engaging • Supportive
• Flexible • Systematic
• Good listener • Uses data to drive instruction
• Growth mindset • Uses models
• Inclusive • Uses various question types
• Inspiring • Writes clear learning targets in
• Knowledgeable (standard and content) student-friendly language
Assessment of Learning
Definition
Assessment of learning can also be identified as summative assessment. Summative
assessment is defined as “assessment information used to provide evidence of student
achievement for the purpose of making a judgement about student competence or program
effectiveness” (Chappuis, Stiggins, Chappuis & Arter, 2012). Summative assessments take place
after learning has occurred, in order to evaluate the sufficiency of learning by measuring
students’ learning to a learning target that is attached to a standard. The purpose of summative
assessments is to verify learning which is often used for reporting or accountability.
Components Within My Classroom
Summative assessments in my classroom happen at the end of each unit (chapter). Each
unit is comprised of various section components. Unit sections are formatively assessed
throughout the unit as a way to monitor students’ learning towards the learning targets. But at
the end of the unit, students have a summative assessment to evaluate their mastery of the
learning targets. Units vary in length, but on average take about three to four week to complete.
Most of the summative assessments in my classroom are free response questions; where
students have to show their work for each question in order to receive the maximum amount of
points. I also include multiple choice summative assessments in my classroom, and students
only receive credit per question if they arrive to the correct answer.
Summative assessments are evaluative of student learning and are assigned a grade (point
value) based on their mastery of the learning targets. My summative assessments in the
classroom are spiraled. Spiraled assessments include previous content material. For example, on
the summative assessment for Chapter 2, there is content from Chapter 1. Spiraled assessments
help reinforce content material and provide students with another opportunity to demonstrate
their mastery of the learning targets. If students are able to master and perform better on the
learning targets the second time around, then their previous summative assessment score is
replaced with the most recent one.
Spiraled assessments allow students to continuously communicate their content
knowledge and mastery of topics. The focus is on allowing students the opportunity to
demonstrate their mastery, even if they were unable to the first time. What matters is that they
were able to understand the content, students demonstrated their learning.
Additional summative assessments used in my classroom are Performance Tasks and End
of Course Exams. Both of these summative assessments and created by my school district, and
implemented by all like subject teachers. Performance Tasks are free response questions, while
End of Course Exams are multiple choice.
Assessment Results & Communication
Summative assessment results determine how much a student has learned about the
content material. Summative results judge whether or not students have met the learning targets,
that’s it. It is either a yes or a no; it provides no feedback on students’ abilities or progress.
Receiving a score of 70% and up satisfies the condition of students having met the learning
targets. Anything below, qualifies as having not meeting the learning targets.
When grading free response assessments, I use positive reinforcement as my point
system. For example, a student might receive a score of +3/4, instead of a -1. I then add up all
points and convert to a score out of 100 points. Aside from using positive points, I do not
provide my students with much feedback on individual questions. I usually will mark if they
missed a negative sign, include arrows of where items needed to be plugged in, and any general
shapes of graphs. Most of my feedback is corrective, but it really does not support student
learning or help with their understanding. With multiple choice questions, students are provided
with even less feedback. The only information they receive is which questions they got
correct/incorrect. At the end of each summative assessment, I revisit the most missed questions
(content) with the class through the use of Warm-Ups questions

I am able to grade summative assessments in a timely manner, usually within three to
four days, but have a difficult time returning assessments back to students in a timely manner.
This class has shown me the value and importance of sharing assessment results with students; in
addition to communicating clear learning targets to students. I now know the importance of
targeted and specific feedback, and plan on incorporating it in my practice more often. Moving
forward, communicating assessment results with students will take precedence over starting a
new unit.
Assessment for Learning (in my classroom)
Definition
Assessment for learning can also be identified as formative assessment. Formative
assessment is defined as the “formal and informal process teachers and students use to gather
evidence for the purpose of improving student learning” (Chappuis, Stiggins, Chappuis & Arter,
2012, p. 24). Formative assessment is a process and is a continuous learning sequence that
occurs during instruction. Some formative assessment practices during this sequence include:
diagnosing student needs, planning next steps in instruction, giving students targeted practice,
and offering feedback (Chappuis, Stiggins, Chappuis & Arter, 2012). The purpose of these
practices to is to close the gap between a learners’ current situation and where they want to be in
their learning and achievement. In order to close the learner gap, teachers ask themselves a cycle
of three questions: 1- Where is the learner now? 2- Where is the learner going? and 3- How can I
get them there? (Cambridge Assessment International Education). To address these three
questions during the formative process, there are seven strategies teachers implement for
formative assessments: 1- Provide students with clear and understandable learning targets; 2-
Use examples of strong and weak work (provide models); 3- Offer regular descriptive feedback;
4- Teach students to self-assess and set goals; 5- Design lessons to focus on one learning target at
a time; 6- Teach students focused revision; 7- Engage students in self-reflection and let them
keep track of and share their learning (Chappuis, Stiggins, Chappuis & Arter, 2012). Ultimately,
assessment for learning supports student learning, which informs students and teachers about
their progress towards the mastery of the learning targets.
Components Within My Classroom
Formative assessments in my classroom are frequent and include both formal and
informal methods. Some formative assessments also require the use of technology. An example
of an informal formative assessment includes having students use a graphing calculator to
demonstrate their knowledge and understanding of transforming parent functions. Technology
usually provides students with immediate visual feedback on their assumptions. Another
informal formative assessment is having students describe a process for solving certain
problems, including through oral communication. Once a week, every Friday, students have a
formal formative assessment. On Friday’s students have a quiz on the content from that week.
The purpose of the quiz is check and monitor students’ progress towards the learning targets.
The quiz results let me know what areas students need additional support in, in order to reach the
learning targets. I assess (formatively) weekly, as a way to continuously support student learning
and inform my instruction aligned with the learning targets. These formal formative assessments
are in preparation for students demonstrating their knowledge of the learning targets during a
summative assessment.
Formative assessment results are used to monitor my instruction. Based on student
results, I am able to modify, supplement, and adjust my instruction as needed to best support my
students in meeting the learning targets. Assessment results provide me with a snapshot of
students’ learning and understanding at that moment. These results go beyond “Have students
met the learning target?” The focus is on “Where is the students’ progress towards the learning
targets?” Because even if a student has yet to meet the learning target, I am still provided with
information about their knowledge. These assessments results provide me with valuable
information, such as: common misconceptions, most missed ideas, and clarify what students are
able to do well. Formative assessment results answer the questions of “Where is the learner
now?” And modifying my instruction answers “How can I get them there?”
My formal formative assessments (quizzes) are always free response. I continue to use
positive reinforcement as my point system, as I do for my summative assessments. Because
these assessments are shorter in length than summative assessments, I have more time to provide
more feedback to my students. In addition to providing the same feedback as summative
assessments (marking negative signs, arrows for items that need to be plugged in, and graphs), I
include the next steps in the process, and clarifying questions. I believe what I currently do now
as formative feedback supports student learning but does not really help with their understanding
of the content. Lastly, I go over with the entire class the biggest misconception and most
common mistake students have about the content material.
Assessment for Learning (in my school/district)
Definition
Assessment for learning can also be identified as formative assessment. Formative
assessment is defined as the “formal and informal process teachers and students use to gather
evidence for the purpose of improving student learning” (Chappuis, Stiggins, Chappuis & Arter,
2012, p.24). Formative assessment is a process and is a continuous learning sequence that occurs
during instruction. Some formative assessment practices during this sequence include:
diagnosing student needs, planning next steps in instruction, giving students targeted practice,
and offering feedback (Chappuis, Stiggins, Chappuis & Arter, 2012). The purpose of these
practices to is to close the gap between a learners’ current situation and where they want to be in
their learning and achievement. In order to close the learner gap, teachers ask themselves a cycle
of three questions: 1- Where is the learner now? 2- Where is the learning going? and 3- How can
I get them there? (Cambridge Assessment International Education). To address these three
questions during the formative process, there are seven strategies teachers implement for
formative assessments: 1- Provide students with clear and understandable learning targets; 2-
Use examples of strong and weak work (provide models); 3- Offer regular descriptive feedback;
4- Teach students to self-assess and set goals; 5- Design lessons to focus on one learning target at
a time; 6- Teach students focused revision; 7- Engage students in self-reflection and let them
keep track of and share their learning (Chappuis, Stiggins, Chappuis & Arter, 2012). Ultimately,
assessment for learning supports student learning, which informs students and teachers about
their progress towards the mastery of the learning targets.
Components Within My System
Within my Professional Learning Community (PLC), of teachers who teach the same
subject at my school, we implement Common Formative Assessments (CFAs). Our CFAs are
created together, to assess student learning and understanding of the content material.
Unfortunately, even though we create common “formative” assessments, they are actually
summative assessments. Our CFAs are summative because they are given after learning has
occurred, in order to evaluate the sufficiency of learning by measuring students’ learning to a
learning target. The purpose of the CFAs is to make a judgement about students’ competence,
and then adjust teaching and instruction so that students still have the opportunity to meet the
learning targets. But unfortunately, this happens too late. Instead, we should be monitoring our
instruction while students are still learning the content, as it should be for a true formative
assessment.
Taking this class has helped me truly understand what it means to be a formative and
summative assessment. My goal is to take this information back to my PLC and restructure our
plan of CFAs to truly reflect that of a formative assessment.
After implementing a CFA, each teacher in the PLC gathers their own data, and shares
with the entire group. Together we look at student data to analyze the most missed questions and
common misconceptions. Student data is meant to drive teacher instruction. Based on the CFA
results, teacher instruction is modified and adjusted to help support students in meeting the
learning targets (which they were unable to meet on the CFA). Students will then have another
opportunity to demonstrate their knowledge of the learning targets, during the next CFA which is
spiraled.
In order to effectively gather, compare, and analyze student data, CFAs are multiple
choice questions. Unfortunately, with multiple choice questions, students are provided with little
feedback. The only information students receive is which questions they got correct/incorrect.
Using multiple choice questions are not very helpful for students in identifying their areas of
improvement, in terms of target types which include: knowledge, reasoning, skill, product, and
disposition.
Gap Analysis
What Needs to be Changed or Improved to Create a More Balanced Assessment System?
First, we need to establish what makes a balanced assessment. A balanced assessment is
both formative and summative. “A balanced assessment system serves a variety of purposes,
uses a variety of measures and meets the information and decision making needs of all
assessment users and the classroom building and district levels” (Chappuis, Commondore, &
Stiggins, 2017). In creating a high-quality balanced classroom assessment there are five keys: 1-
Clear purpose; 2- Clear targets; 3- Sound design; 4- Effective communication; 5- Student
involvement. “Effective Instruction Begins with Purposeful Assessments” by Cobb (2013)
differentiates between assessment and evaluation. Assessment is both diagnostic and formative.
Evaluation is a summation and is used upon completion of instruction; it is the final analysis of
instruction and assessment. Cobb gives three recommendations to change the approach of
assessment: 1- Make assessments useful for students and teachers; 2- Follow corrective
instruction; 3- More than one opportunity to demonstrate success. In reference to a balanced and
effective assessment, Cobb also suggests: creating time frames of assessment, establishing
vertical teams, talking about assessments with colleagues, gathering baseline data, working with
data, and planning the next steps. Additionally, Cobb describes the reciprocal relationship
between curriculum, assessment, and instruction.
One of the biggest improvements that needs to happen with creating and implementing
balanced assessments in the classroom, needs to happen in the classroom. The change needs to
start with the teacher. Much of classroom assessment is not understood because there is a lack of
assessment literacy (Gewertz, (2015). Teachers are not provided with the “preparation in how to
create quality classroom assessments or how to communicate with others about the achievement
of their students using either test scores or report card grades” (Stiggins, 2014, p.2). As stated by
Stiggins (2014), societies chronic assessment problems are due a widespread lack of training and
understanding of sound assessment practices. This lack of knowledge and training effects all:
teachers, principals, district leaders, and state education leaders. Having the proper training and
knowledge of assessment is what will help minimize the achievement gap. As stated by Dylan
Wiliam “in order to improve education achievement, we have to improve teacher quality.”
One other thing educators must understand is the students’ view point of assessment,
especially their emotional standpoint. “Our testing practices are in crisis. They are currently
doing as much harm as good for student learning” (Stiggins, 2014, p.2). Students are over tested,
both with high-stakes and classroom assessments. “Traditional testing practices in the United
States are based on instructional and motivational principles that cause many students to give up
hopelessness and accept failure rather than driving them toward academic success” (Stiggins,
2014, p.3). In creating a balanced assessment, it is important for students to believe that success
is within reach if they try (Gewertz, 2015). It is important for educators to link assessment and
student motivation together, as a way for students to strive for academic success. Promoting
academic success can be done through a sense of self-efficacy, confidence, and accomplishment,
where assessment can cause learning, not just measure it. “All students must be given the
opportunity to believe that academic success is within reach for them if they strive for it”
(National Task Force on Assessment Education).
For students to believe that success is within reach, a Growth Mindset is needed.
Through the lens of a Growth Mindset students learn that their mathematical skills and abilities
can be built. It demonstrates how well students are able to cope with challenges and difficulties.
Their focus then becomes on the progress made by getting better, versus performance outcomes
(Ragan, 2016). Rewards of a growth mindset focus on effort, strategy, and progress. Through
this system, students become more engaged over longer periods of time, and builds perseverance
(TedxTalks, 2014). Assessment systems then should reflect the purist of true understanding and
learning, rather than that of good grades (Stiggins, 2014).
The four keys to a growth mindset are: effort, challenges, mistakes, and feedback (Ragan,
2016). These four keys are main concepts of my classroom and teaching. I want to make sure
that all my students give their best effort and work hard in my class, not just to complete the task
at hand, but to understand that they can apply their effort and hard work to any situation. In the
end, it is people’s mindsets that play a crucial role as to why some people succeed and others do
not, even when they are equally as intelligent (Ragan, 2016); it is the process of hard work,
effort, and perseverance.
Formative Assessment Action Plan
Description of Practice
Currently my students are assessed weekly. Most of the time these assessments are
weekly quizzes, which provide students with the opportunity to demonstrate their learning of the
week. These weekly assessments also allow me to monitor student learning and identify any
knowledge gaps, misconceptions and/or learnings. I use these assessments to adjust and inform
my instruction, based on students’ progress towards the learning targets of the lesson(s). The
weekly assessments vary in type, from individual, partner, or group; with options of open notes
and no notes. Students are always allowed a calculator (including graphing) and access to
Desmos.com, which is an online graphing calculator. The large majority of assessments in my
classroom are free response. Using free response works well in my math classroom because it
allows me to clearly see my students’ thought process. By being able to see my students’
thought process, I can grade on a point system and give them partial credit based on their work.
Each problem varies on their own point system and students are graded accordingly
based on the correct answer and process. I grade on a positive reinforcement system, which
means students will see “+2/3” instead of a “-1.” But unfortunately, my feedback doesn’t do
much else outside of informing students of their score. Even though students see “+2/3” it rarely
is followed up with any commentary; there may be a few arrows to show students what needed
to be plugged in, or if they missed negative sign. Most of my feedback is only indirect corrective
feedback, where I identify the error but not the correction (Frey & Fisher, 2011). I do provide
feedback on the process of the task, but as a whole class. When assessments are passed back to
students, I go over the answer key and address the most missed questions, in addition to the
common misconceptions/mistakes. During the whole class process, I “understand the processes
students need to use, [and] provide feedback and scaffold students’ use of those processes” (Frey
& Fisher, 2011, p.65).
The feedback I provide my students needs to build new learning and demonstrate a
transfer of knowledge, in order to validate new learning. In order for this to be possible, the
feedback I provide my students needs to go beyond indirect corrective feedback. My feedback
needs to be more specific (in terms of the processes of the task). But most importantly, my
feedback needs to be actionable.
Purpose & Rational
In creating a Formative Assessment Action Plan for my students, my intentions are to:
“1- Determine the current state of student learning/understanding, with action taken to improve
learning/correct misunderstandings; 2- [Provide] descriptive feedback, with guidance on how to

improve, during the learning; 3- Development of student self- and peer-assessment skills”
(Chappuis, Stiggins, Chappuis, & Arter, 2012, p. 23). The whole point of formative assessment
is to support student learning, with the purpose of improving student learning. Through
formative assessment practices, I am able to diagnose student needs, plan the next steps in my
instruction, give them targeted practice, and then provide them with feedback. These practices
support the continuous instructional cycle of: 1- Where is the learner now? 2- Where is the
learner going? 3- How can I get them there? (Cambridge Assessment International Education).
These three questions are tied to Frey and Fisher’s three components of formative assessment:
feed-up, feedback, and freed-forward. Feed-up provides students with a purpose and lets them
know how they will be assessed. Feedback provides students with information on their success
and needs. And feed-forward guides student learning based on performance data (Frey & Fisher,
2011). These three components promote high-quality instruction that focuses on closing the gap
between what students know and what is expected of them.
One first components of formative assessment is having clear learning targets. It is those
clear learning targets that provide students with a plan and purpose of their learning; which is the
first step in motivating students. Ultimately, it is the feed-up process that involves students in
the learning process, in the first place. But the most important part of the entire Formative
Assessment Action Plan is the feed-forward process. Feedback is not effective or useful, if it
does not promote student action, which leads to learning. Feedback needs to be timely, specific,
understandable, and actionable (Frey & Fisher, 2011). When students are able to act upon their
feedback, they are able to correct and expand their knowledge. These action steps are what
solidify student learning.

Elements
Elements of my Formative Assessment Plan include: introductory videos, class notes,
interactive activities using Desmos and graphing calculators, homework, a differentiated learning
assignment, and a quiz. The interactive activities, the differentiated learning assignment, and
quiz serve as formative assessments that will allow me to monitor student learning and adjust my
instruction based on students’ progress towards the learning targets, in preparation for their
summative assessment. Through these formative assessments, I will be focusing on providing
students with specific, descriptive, and actionable feedback.
Interactive Activities
1. Desmos Activity: Limits & Continuity

https://teacher.desmos.com/activitybuilder/custom/574de5cdab71b5085a2aad42
2. TI-Nspire Activities
a. Basic Limits
https://education.ti.com/en/timathnspired/us/detail?id=CC9F89F49B89439993768B40FC
9CFEBF&t=5E2A88F117944527ACAEC97F6BF4FEB3
b. Limits of Functions
https://education.ti.com/en/timathnspired/us/detail?id=62B8E853318D482CA6BBF2C8
C729D28F&t=5E2A88F117944527ACAEC97F6BF4FEB3
Differentiated Learning Assignment
1. Students will create their own piecewise graphs (like below) and pose various questions
about the graph. Students will then quiz their classmates on the answers.
𝑓(−1) 𝑓(1) lim 𝑓(𝑥) lim 𝑓(𝑥) lim 𝑓(𝑥) lim 𝑓(𝑥) 𝑓(−4)
)→+ )→- )→.- )→./
2. Students create their own graphs based off given limits and values
Some examples include:
• Sketch a function 𝑓(𝑥) defined for all 𝑥 such that: lim 𝑓(𝑥) = 3, lim5 𝑓(𝑥) = 4,
)→1 )→4
lim 𝑓(𝑥) = 2
)→46
• Sketch a function with the property that 𝑓(𝑎) exists but lim 𝑓(𝑥) does not exist.
)→9
• Sketch a function with the property that lim 𝑓(𝑥) exists but 𝑓(𝑎) does not exist.
)→9
• Sketch a function with the property that 𝑓(𝑎) exists and lim 𝑓(𝑥) exists but
)→9
lim 𝑓(𝑥) ≠ 𝑓(𝑎).

)→9
Formative Assessment Quiz
1.) Evaluate the following limits. If the limit does not exist, explain why.
) ; <4 4) = ./) ; <).> ?) = <4
a. lim ) = .+
b. lim ) ; <?)<4
c. lim
)→- )→.- )→.- .@) = <A
𝟏
2.) Given 𝒇(𝒙) = 𝒙.𝟑 + 𝟐 sketch the graph, then evaluate the accompanying limits.
a. Graph the function of 𝑓(𝑥) b. lim 𝑓(𝑥)
)→-
c. lim6 𝑓(𝑥)
)→?
d. lim 𝑓(𝑥)
)→?
e. lim 𝑓(𝑥)
)→>
𝒙𝟑 + 𝟐𝒙 − 𝟏 𝒇𝒐𝒓 𝒙 ≤ 𝟏
3.) Given 𝒇(𝒙) = H .𝟒𝒙<𝟕 evaluate the following limits.
𝒙<𝟏
𝒇𝒐𝒓 𝒙 > 𝟏
a. lim 𝑓(𝑥) b. lim 𝑓(𝑥) c. lim 𝑓(𝑥)
)→.4 )→+ )→?
7.) Given the piecewise function f (x) shown below, evaluate the following expressions.
a. lim 𝑓(𝑥) b. lim 𝑓(𝑥)
)→.- )→-
c. lim6 𝑓(𝑥) d. lim5 𝑓(𝑥)

)→@ )→@
e. 𝑓(−3) f. lim 𝑓(𝑥)

)→.?
Feed-Up
Clear Learning Targets*
*Learning Targets are “Lesson Objectives” as identified in CPM Textbook (https://cpm.org/pct/)
Section 5.2.1 5.2.3 5.2.4 5.2.5

Learning Students will: Students will: Students will: Students will:
Target
a. Develop an a. Understand a. Be introduced a. Find limits of
intuitive idea the necessary to a broader piecewise
of a limit conditions for definition of functions
a limit to exist horizontal
b. Interpret limit asymptotes b. Represent
statements b. Practice PQR ())
lim )
)→1
written with finding limits b. See and use
geometrically
proper the formal
notation c. Predict limits definition of c. Explore the
from tables continuity limits of 2
specific trig
functions
Classification a. Knowledge a. Reasoning a. (?) a. Skill

(w/K) (w/K & R)
b. Reasoning b. Knowledge
(w/K) b. Skill b. Product
(w/K & R) (w/K & R)
c. Reasoning c. Knowledge
(w/K)
The student outcomes (as identified in CPM) for this Unit, Chapter 5 Section 2 are:
• Students will look at limits from several perspectives including geometry, graphs, tables,
and algebra.
• Students will study the formal definition of continuity
With the predominate Learning Target classifications as Knowledge and Reasoning, along with
the student outcomes, this Unit’s intentions are for students to have conceptual understanding,
procedural knowledge, knowing by reference; and for them to be able to make inferences,
analyzations and evaluations for limit values of various functions including graphically, and
algebraically (Chappuis, Stiggins, Chappuis & Arter, 2012).
Method of Assessment
The Learning Targets are to be assessed formatively first, before students are to be
summatively assessed.
Through formative assessments students will work through interactive activities that
build on the intuitive approach of limits, along with the definition of continuity (Limits and
Continuity). Students will also use TI-Nspire Graphing Calculators to explore the basics of
limits given a graph and numerically given a function. During the differentiated learning
assignment, students will create their own piecewise graphs that satisfy certain criteria (limits
and values). Students will then pose their own questions about their graph to quiz their
classmates. Lastly, students will then have a formal formative assessment, a quiz, that covers all
the current content.
During the interactive activities, students will informally evaluate limits, including one-
sided, provide visuals, and explain their reasoning for a function being continuous. Students will
also use graphs and algebraic substitution to evaluate limits of various functions. With the
differentiated learning assignment, students will put their knowledge together of knowing how
functions behave given certain limit and value criteria. Students will then create their own
piecewise function given the criteria, while forming their own questions about their graph to
assess their peers. Lastly, is the formative assessment quiz. This formative assessment quiz is
free response. This assessment has students explain and support their reasoning for how they
concluded the limit of a function, even when the limit does not exist. Students are to
demonstrate their knowledge of knowing how to graph a rational function (background
knowledge), while identifying various limit values (including one-sided and at infinity).
All of these formative assessment forms has students applying the formal definition of
continuity, as well as the definition of a limit, in order to evaluate limits both graphically and
algebraically.
Feedback
Within my Formative Assessment Action Plan, feedback is a powerful way to improve
student achievement (Frey & Fisher, 2011). Providing students with meaningful information
concerning their progress and how to improve is the goal of my Formative Assessment Action
Plan. The goal is that the feedback I provide my students with will be timely, specific,
understandable, and actionable- otherwise, feedback is ineffective and useless (Frey & Fisher,
2011).
Interactive Activities
During the interactive activities, most of the feedback provided to students will be done
orally. Because these tasks are explorative, the feedback provided to students is focused more
about the process of the task instead of the actual task itself. As the students work through the
various interactive activities, self-regulation feedback will be provided as needed. The feedback
provided to the students will guide them towards meeting the learning targets.
Differentiated Learning Assignment
Students will be provided a rubric that includes both components of the assignment:
creating a piecewise graph given certain criteria and posing questions for their peers based off
their graph. As students answer each others’ questions about their piecewise graphs, they will be
providing their peers with feedback about how efficient their graphs are.
Differentiated Learning Assignment Rubric

1 3 5
Graph Student makes an Graph meets some of Graph satisfies all

Creation attempt at creating a the given criteria given criteria
Quality
piecewise graph that

satisfies the criteria
Questions Includes at most three Includes at most five Includes at least

Quantity
for Peers questions questions seven questions
All questions are of the Questions types are Question types are
same type (limit or not balanced. More balanced. Equal
Quality
value) of one type (limit or amount of each type

value) (limit and value)
Formative Assessment Quiz
Feedback provided to students will be communicated through positive reinforcement,
such as “+2/3” instead of “-1.” Feedback will also be descriptive so that not only can students
identify their mistakes but know how to rectify them. The feedback on students’ quizzes will
guide them on the next steps of their learning process. Most of this feedback will be done
through comments. Additional feedback not presented on students’ quizzes will be done with
the whole class. I will go over the answer key with the class as a whole, where I will address the
most missed questions and common misconceptions. I will also review with students the point
system for each question.

The goal of feedback is to bridge the gap between what students know and what is expected of
them. The bridge for this gap is built by feed-forward instruction, where student learning can
increase (Frey & Fisher, 2011).
Feed-Forward
Feedback is meaningless, if not acted upon. The act of following up on feedback can
only happen through the use of feed-forward. Feed-forward instruction occurs after the teacher
has checked for understanding. Through this process, students recognize where they are in their
learning and identify where they need to go next in order to meet the learning targets.
As students complete their first interactive activity (Limits and Continuity), I will be
looking for where the majority of students’ intuitive understanding on finding limits is. From
there I am able to bring their focus on limits being y-values of a function. I can bring together
that the existence of a point is irrelevant for a limit to be possible. What matters is what the
function approaches (y-value). As students work through the other two interactive activities (TI-
Nspire), they will take their knowledge from the first interactive activity and apply concepts of y-
values to functions, both graphically and algebraically.
During the differentiated learning assignment, I will be looking for students to understand
that 𝑓(𝑎) does not have to equal lim 𝑓(𝑥). Yet when talking about continuity, 𝑓(𝑎) does have to
)→9
equal lim 𝑓(𝑥). If students have yet to meet this learning target, I will address this issue by
)→9
using direct explanation and modeling to demonstrate the definition of continuity and how to
evaluate one-sided limits.
I anticipate students struggling on finding limits algebraically. In order to address this
issue, I will use background knowledge on evaluating functions for students to practice
evaluating limits algebraically. And I will then make the connection that evaluating functions
for certain x-values, produces the y-value, which is what a limit is.
Techniques, Strategies & Tools
The following is a list, presented in alphabetical order, of techniques, strategies and tools that
will be implemented during my Formative Assessment Action Plan:
• Background knowledge prompts

• Desmos.com
• Gradual Release of Responsibility
• Graphing Calculators
• Models of strong & weak work
• Peer feedback
• Rubrics
• Questioning
• Think-pair-share
• Think-write-talk-write
• Videos
Assessment Plan
My Formative Assessment Action Plan would qualify as successful and effective, if
students are able to make progress towards the learning targets. In order to hold myself
accountable for creating an effective Formative Assessment Action Plan, I will follow the Keys
to Quality Classroom Assessment and the Seven Strategies of Assessment for Learning
(Chappuis, Stiggins, Chappuis & Arter, 2012). The Five Keys to Quality Classroom Assessment
are: 1- Clear purpose; 2- Clear targets; 3- Sound design; 4- Effective communication; 5- Student
involvement. The Seven Strategies of Assessment for Learning are: 1- Provide students with
clear and understandable learning targets; 2- Use examples of strong and weak work (provide
models); 3- Offer regular descriptive feedback; 4- Teach students to self-assess and set goals; 5-
Design lessons to focus on one learning target at a time; 6- Teach students focused revision; 7-
Engage students in self-reflection and let them keep track of and share their learning.
The most obvious way to determine if my Formative Assessment Action Plan is effective,
is if students score a passing grade (19/27 points = 70%) on their formative assessment quiz. But
students must make progress throughout the entire Unit. In addition to using the formative
assessment quiz, I will also be monitoring students throughout their interactive activities and
differentiated learning assignment.
During the interactive activities, students can demonstrate progress towards learning
targets by building on and solidifying how to find limits. Students will take the intuitive idea of
how to find a limit and apply it to the y-value of a function. The existence of a point is irrelevant
for a limit to be possible. What matters is what the function approaches. 𝑓(𝑎) does not have to
equal lim 𝑓(𝑥). These interactive activities allow students to demonstrate their understanding of
)→9
how to find limits both from a graph and algebraically. Through one-sided limits and vertical
asymptotes students will be able to make conclusions about a function’s behavior at undefined
values. In the end, students will be able to make conclusions about a functions’ graph and its
behavior even though a visual is not provided.
I will be able to determine if students are making progress towards the learning targets if
they are able to use academic language as they describe the characteristics of their piecewise
graphs during the differentiated learning assignment. As well as having students correctly satisfy
the criteria needed for creating their piecewise graphs. In addition to, correctly evaluating limits
of their peers’ piecewise functions. This differentiated learning assignment will demonstrate
students’ internalization about how find limits at various values. Students understand that 𝑓(𝑎)
does not have to equal lim 𝑓(𝑥). Yet when talking about continuity, 𝑓(𝑎) does have to equal
)→9
lim 𝑓(𝑥). Students will be able to independently find the solutions to 𝑓(𝑎) and lim 𝑓(𝑥),
)→9 )→9
algebracially and graphifically. Students will then make the final conclusion if a function is
continuous based on 𝑓(𝑎) = lim 𝑓(𝑥). In the process of finding 𝑓(𝑎) and lim 𝑓(𝑥) students
)→9 )→9
will be able to describe important features and charateristics of functions even though they may
be discontinuous, or hold no value/existence.
Implementation & Timeline
Interactive Activity: 5.2.1: Intro to Limits Interactive Activity:

Desmos- Limits & (2 Days) TI-Nspire- Basic Limits
Continuity (1 Day)
( 1Day)
•Build intuitive •Class notes on intuitive •Finding limits given a
approach for fidning approach of limits graph
limits and definition of •Definition of One- •Including one-sided
continuity Sided Limit
•Homework 5.2.1
Classwork: Limits 5.2.3: Working with One- Finding Asymptotes

(1 Day) Sided Limits (1 Day)
(2 days)
•Graph parent
functions on own •Build intuitive •Vertical Asymptote
based on prior approach for fidning •Horizontal Asymptote
knowledge to find limits and definition of •Slant Asymptote
limit continuity
•Graph functions •Definition of Limit
(rational) using •Using tables to find
Graphing Calculator or limits
Desmos to find limit •Find limits of rational
functions (including
reciprocal
Interactive Activity: 5.2.4: More on Limits Classwork: Limits of

TI-Nspire- Limits of (1 Day) Piecewise Equations
Functions •Formal Definiton of (1 Day)
Continuity •Checking limits from
(1 Day) both sides
•Numerically and •Homework:
Asymptotes of •Sketching own
algebraically find limits function based on
of functions Rational Functions
given limit values
5.2.5: Piecewise Differentiated Learning Formative Assessment

Functions and Limits Assignment Quiz
(2 Days) (1 Day) (1 Day)
•Create own piecewise •Limits at infinity

•Finding various limits graph and limits •Rational functions
at different values, questions •Limit of rational
and sides, of piecewise •Quiz peers functions
functions •Limit of piecewise
•Creating own limit functions
statements based off •Graph
piecewise graphs
•Equation
•Finding limits of
rational functions with
a 0 in the quotient.
Communication Plan
Assessment Information Communication & Delivery to Stakeholders
The purpose of going to school is to get an education, which places the focus of school on
student learning. Assessment then plays an important part in student learning, because
assessment is what is used to measure student learning. Without a form of assessment, either
formative or summative, one cannot measure student learning. Formative and summative
assessments support and verify student learning, and without these assessment types, there is no
evidence as to confirm student learning. And because assessment is such a big part of student
learning, it is essential to communicate its importance to stakeholders.

Educational stakeholders refer to anyone who is invested in the welfare and success of a
school and its students. Some educational stakeholders include: students, teachers,
administration, parents, and the community (The Glossary of Education Reform)
Below is a list of assessment information that needs to be communicated to stakeholders,
along with its delivery.
Communication of Assessment Delivery of Assessment

Information Information
Students • Distinction between formative & • Prior to instruction in the
summative assessments classroom
• Purpose of assessment
• Clear learning targets • During instruction in the
• Models of strong and weak work classroom
• Know how to read and respond
to feedback • Taught continuously throughout
the school year
Teachers •
Purpose of assessment • Prior to instruction in the
•
Clear learning targets classroom
•
Classification of learning targets
•
Assessment methods • Do continuously throughout the
•
Give descriptive and specific school year
feedback
Parents • Frequent communication of • Email, phone calls, and online
students’ progress towards gradebook
mastery
• Assessment results communicate • Parent meetings
level of mastery
• Know how to read grade reports
• Assessment results are not fully
indicative of teaching and/or
student ability
Administration • Purpose of high-stakes exams • State intentions- share with staff
• Results of high-stakes exams at meetings
• Assessment results are not fully
indicative of teaching and/or • State results- share with staff at
student ability meetings
• Available resources for

struggling students
Community • School’s average high-stakes • California Dashboard
exam scores
• Graduation rates
• Available resources for • School site and parent meetings
struggling students
• Alternative education programs
Communication & Feedback
Keys to Effective Communication & Feedback
• Ongoing
• Frequent
• Keep track of evidence- teacher and student
• Ensure accuracy of evidence
• Self-reflection- student
• Descriptive and specific feedback
• Use grades to communicate, not motivate
• Report achievement and other factors separately
• Provide feedback while learning is still taking place
• Open and honest communication
Purpose & Need for Descriptive Feedback to Support Learning
One of the most important components of formative assessment, is feedback. When
communicating feedback to students, it must be effective. Effective feedback can be defined as
“information provided to students that causes an improvement in learning as a result” (Chappuis,
Stiggins, Chappuis & Arter, 2012, p. 30). Characteristics of effective feedback include: 1-
Directs attention to the intended learning, pointing out strengths and offering specific
information to guide improvement; 2- Occurs during learning, while there is still time to act on
it; 3- Addresses partial understanding; 4- Does not do the thinking for the student; 5- Limits
corrective information to the amount of advice the student can act on (Chappuis, Stiggins,
Chappuis & Arter, 2012). Feedback must be descriptive and specific. Feedback is always given
with the learning targets at the forefront. The descriptive and specific feedback will focus on
students’ strengths and weakness in respect to their progress towards the learning targets. When
providing students with feedback, feedback should be narrow and focus on a few specific,
manageable skills that students can work on one at a time. The purpose of feedback is for
students to be able to answer the question “where am I now?” with respect to the learning targets
and have a plan for “where do I need to be?” With feedback, students are able to understand just
how to improve their quality of work (Stiggins, 2014), and therefore attain more academic
success.
“Students need descriptive feedback while they’re learning. It tells them how close they
are to reaching the target and it models the kind of thinking we want them to be able to do,
ultimately, when self-assessing” (Chappuis, Stiggins, Chappuis & Arter, 2012 p. 246). And
lastly, in tandem with feedback, students should also be able to engage in self-reflection with the
ability to track and share their learning. With self-reflection, students are able to deepen their
understanding of the content, internalize it, and remember it longer (Chappuis, Stiggins,
Chappuis & Arter, 2012), leading to lasting academic achievements.
Understanding of Need for Formative Assessment Feedback for Student Growth
The use of feedback is what validates learning. And because learning is such a constant
factor in the classroom, feedback needs to be just as present. With formative assessment
learning occurs regularly, and feedback needs to be just as constant. Actual feedback, and not a
grade they received on an assignment, that is descriptive and specific, will let students know
what they did well, and what their next steps in learning will be. Feedback given needs to direct
attention to the learning, instead of the characteristics of the learner, so that greater achievement
can be reached (Chappuis, Stiggins, Chappuis & Arter, 2012). And this is the need of feedback,
to increase academic achievement by supporting student growth. This academic achievement
can be attained by providing students with clear, descriptive, and specific feedback so that
students know where they stand in their learning and know exactly what is expected of them in
terms of successfully meeting the learning targets. Most importantly, this feedback needs to
happen while the learning is still taking place, so that students still have the opportunity to act
and demonstrate their learning.
Plan for Communication & Feedback to Parents & Students for Ongoing Formative Assessment
First, I will be communicating the importance and purpose of formative assessment to my
students. Formative assessment is formal and informal gathering of student evidence, with the
purpose of supporting student learning. Formative assessment is a process that provides
feedback to adjust ongoing teaching and learning to improve students’ achievement. The process
of supporting student learning includes providing students with clear learning targets, examples
and models of strong and weak work, regular descriptive feedback, and the ability to self-assess,
track learning, and set goals (Iowa Department of Education). Formative assessment looks at the
purpose of the assessment versus the nature of the assessment (Cambridge Assessment
International Education).
The biggest takeaway that I want my students and parents to be able to understand about
formative assessment is that it is a road map for student learning. Through formative
assessment, both the teacher and student cycle through a set of questions: 1- Where is the learner
now? 2- Where is the learner going? and 3- How can the learner get there? And the answers to
each of these questions is able to help “close the gap” between a learner’s current situation and
where they want to be in their learning and achievement (Cambridge Assessment International
Education). And effective feedback is the first step. “Good feedback gives students a clear
picture of how their performance looks […] such feedback helps students understand how to
improve the quality of their work” (Stiggins, 2014, p. 65). Ultimately, assessment for learning
supports student learning, which informs students and teachers about their progress towards the
mastery of the learning targets.
For the parents of my students, I want to communicate the importance and value of
continuous ongoing formative assessment. Even though my classroom includes summative
assessments, which plays a large factor in their student’s grade, students are provided with
various opportunities to demonstrating their learning. My summative assessments are planned so
that later tests include learning targets from previous assessments (Chappuis, Stiggins, Chappuis
& Arter, 2012), these are called spiraled assessments in my classroom. “If students demonstrate
a higher level of mastery of earlier concepts, summative judgements of level of achievement can
be updated. The advantage here is that the more current information can and should replace the
out-of-date information” (Chappuis, Stiggins, Chappuis & Arter, 2012, p. 304). Provided with a
variety of formative assessment results, I am then able to determine when a new summative
assessment is needed to measure student’s learning. “Any learning target at any grade level
where proficiency develops over time is a potential candidate for intentional movements from
assessment for learning [formative assessment] to assessment of learning [summative
assessment]” (Chappuis, Stiggins, Chappuis & Arter, 2012, p. 305). Through this process, I am
able to ensure that students’ grades are an accurate reflection of their actual level and academic
achievement based on their understanding of learning targets per content.
Additionally, for the parents of my students, I will share the importance, purpose, and
procedures of ongoing formative assessments in my classroom at the beginning of the year. This
information will first be shared at Open House. Then as the school year goes on, parents will be
updated about their student’s progress through emails and comments in the gradebook (which
parents are able to view). As for communicating this information to students, it will be a
constant and an ongoing process in my classroom. Comments of improvement from spiraled
assessments will be included in the gradebook, so that students can see their academic growth.
Students will also be able to monitor and track their own learning. This process both reinforces
the learning and helps students develop insight to themselves as learners. It is through this
reflection process that students are able to deepen their understanding of the content, internalize
it, and remember it longer (Chappuis, Stiggins, Chappuis & Arter, 2012).
Resources
Acosta-Teller, E., Amador-Lankster, C., Anderson, L., Crow, N., Dickenson, P., Elder, D.,
Fabry, D., Gilbert, S., Karell, D., Reynolds, T., & Tolbert, D. (2016). The Inspired
Teacher and Seven Literacies Defined. Abstract retrieved from ATP 600: The Inspired
Educator
Assessment Literacy Defined. National Task Force on Assessment Education. [PDF].
Retrieved from: https://www.assessmenteducation.org/wp-content/uploads/Assessment
Literacy-Definition.2017.01.25.pdf
Assessment Literacy Standards. Michigan Assessment Consortium.
Authentic Educating. (2012). Education Philosophy Inventory Results. Retrieved from
http://www.authenticeducating.com/education-philosophy-inventory/process.php
Cambridge Assessment International Education. What is Assessment for Learning? Retrieved
from: https://cambridge-community.org.uk/professional -development/gswafl/index. html
Chappuis, S., Commondore, C., & Stiggins, R. (2017). Balanced Assessment Systems:
Leadership, Quality, and the Role of Classroom Assessment. Thousand Oaks, CA: Corwin
Chappuis, J., Stiggins, R., Chappuis, S. & Arter, J. (2012). Classroom Assessment for Student
Learning: Doing it Right- Doing it Well (2nd ed.). Boston, MA: Pearson Education, Inc.
Cobb, C. (2003). Effective instruction begins with purposeful assessments. (Speaking to
Administrators and Reading Specialists). The Reading Teacher, 57(4), 386-388.

Cohen, L.M, & Gelbrich, J. (1999). Philosophical Perspectives in Education. Retrieved from
https://oregonstate.edu/instruct/ed416/PP3.html
Fisher, D., & Frey, N. (2014). Better Learning Through Structured Teaching: A Framework for
the Gradual Release of Responsibility. Alexandria, VA: Association for Supervision &
Curriculum Development.
Frey, N., & Fisher, D. (2011). The Formative Assessment Action Plan: Practice Steps to More
Successful Teaching and Learning. Alexandria, VA: Association for Supervision &
Curriculum Development.
Gewertz, C. (2015). Formative-assessment misconceptions. Education Week, 35(12) Retrieved
from: https://nuls.idm.oclc.org/login?url=https://search-proquest-com.nuls.idm.oclc.org
/docview/1735348420?accountid=25320
Iowa Department of Education. Formative Assessment. Retrieved from:
https://educateiowa.gov/pk 12/student-assessment/formative-assessment
Michigan Assessment Consortium. Assessment Literacy Standards.
MSAP 600- The Inspired Educator Developing and Educational Philosophy. Educational
Philosophy: The Intellectual Foundations of American Education. [PowerPoint Slides].
National Task Force on Assessment Education. Assessment Literacy Defined. [PDF]. Retrieved
from: https://www.assessmenteducation.org/wp-content/uploads/Assessment-Literacy-
Definition.2017.01.25.pdf
Ragan, T. (2016, November 6). Growth Mindset Introduction: What it is, How it Works, and
Why it Matters. [Video file]. Retrieved from: https://youtu.be/75GFzikmRY0
Striggins, R. (2014). Revolutionize Assessment. Thousand Oaks, CA: Corwin
Stiggins, R. (2014, March 4). A New Vision of Excellence in Assessment. [Video file].
Retrieved from: https://youtu.be/XHX2jnKNiyw
Study.com. Progressivism: Overview & Practical Teaching Examples. Retrieved from:
https://study.com/academy/lesson/progressivism-overview-practical-teaching
examples.html
Sullo, Bob. (2013). The Inspiring Teacher, Making A Positive Difference In Students’ Lives.
New Jersey: Funderstanding LLC
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file]. Retrieved from: https://youtu.be/J-swZaKN2Ic
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https://www.tsc.nsw.edu.au/tscnews/educational-philosophy-what-is-it-all-about
Witte, R.H. (2010). Assessment Literacy in Today’s Classroom.

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Running Head: BALANCED ASSESSMENT PLAN

Revised Balanced Assessment Plan

Master of Science- Advanced Teaching Practices

Techniques, Strategies & Tools .............................................................................................................. 36

Definition of Assessment Literacy

Assessment Literate Educator

Assessment is identified as “the process of gathering evidence of student learning to

inform education-relation decisions” (Assessment Literacy Defined). An Assessment Literate

for assessment must be identified (student improvement, instructional program improvement,

student/teacher/system accountability, program evaluation, and prediction of future

2- Clear targets; 3- Sound design; 4- Effective communication; 5- Student involvement.

These practices are intended to be implemented as a form of formative assessment in response to

student learning that is happening on a daily basis.

Lastly, an ALE provides regular descriptive feedback to students (Chappuis, Stiggins,

Feedback should improve students’ attitudes, aspirations, mindsets, and achievement

Personal Assessment Literacy Philosophy

The word philosophy holds an immense connotative definition. In terms of Educational

commitment to living authentically” (Authentic Educating, 2012). The emphasis is on personal

Intellectual Foundations of American Education). Progressivism has a focus on individual

A main focus in my classroom is the development of my students’ reasoning and critical

sociocultural constructivist perspective, where:

Learners are seen as actively constructing knowledge and understanding through

their own learning (Trumbull & Lash, 2013, p.4).

engage in peer review through a social and cultural context.

Beliefs About Assessment

direction in their instruction; it gives justification to implementing necessary instructional and

aspirations, mindset, and achievement (Assessment Literacy Standards).

partner, group, or individual. These weekly formative assessments guide my instruction

continuous process that should be happening minute-by-minute and day-by-day. It is continuous

process, the assessment must first be balanced and fair.

learning is through “curriculum-teaching.” Curriculum-teaching teaches to a body of knowledge

the test.” (Popham, 2001). Item-teaching is focused directly on individual/specific assessment

ability. In terms of curriculum-teaching, teachers need to focus on a more comprehensive set of

should demonstrate students’ true comprehension skills.

The best way to implement curriculum-teaching to support student learning and

content standards in order to identify and classify learning targets.

Although there is the physical component of an assessment, there is still an underlining

Students’ responses to formative assessments, which teachers expect to interpret as

evidence of students’ content knowledge or skill, maybe affected by students’ relative

mount an evidenced-based argument (one use of language) to respond to the question

adequately. (p. 10)

and learning. Ultimately, high-quality assessments, produce quality (informed) instruction.

Beliefs About Teaching & Learning

My purpose as an educator is to help students develop their reasoning and critical

supporter, and I only want them to succeed.

significant reasons as to the invalidity of associating educational quality to standardized

students’ native intellectual ability, and students’ out-of-school learning).

Because assessment results cannot be 100% reflective of a student’s or teacher’s ability,

My teaching style is deeply rooted in my competence of Learner Literacy. At the top of

(Acosta-Teller et al., 2016). With a focus on learners as individuals, I am able to build

Existentialism side of me “understands that the ultimate goal of teaching is to create

Ultimately assessment, formative or summative, is a key component of the educational

system. Assessment is used to demonstrate student learning. Without a form of assessment,

learning, it is essential to communicate its importance to stakeholders. Educational stakeholders

(The Glossary of Education Reform).

students’ learning by allowing them to strive socially-emotionally, achieve academically, and

contribute positively to their communities.

Characteristics of an Assessment Literate Educator

Assessment of learning can also be identified as summative assessment. Summative

assessment is defined as “assessment information used to provide evidence of student

assessments is to verify learning which is often used for reporting or accountability.

Components Within My Classroom

replaced with the most recent one.