Presentation showing how to link formative assessment, standards-based grading and differentiated instruction to increase achievement.

5. (Keely, 2008) Stage in Assessment Cycle Type of Assessment Engagement and Readiness Diagnostic Formative Eliciting Prior Knowledge Diagnostic Formative Exploration and Discovery Formative Concept and Skill Development Formative Concept and Skill Transfer Formative and Summative Reflection and Self-Assessment Formative

6. Formative Summative Introduction or practice for students learning knowledge and/or skills Students demonstrate knowledge/skill on which they have had opportunity to practice Introduce criteria, allow for feedback, self-assessment, and guided practice Are based on known criteria Focus on individual or group learning Focus primarily on individual student performance (O’Connor, 2002)

7. Formative Summative May be narrow in focus- introduce or provide practice for specific skills and knowledge Usually broader - integrate important skills and knowledge Information for report card comments Information for report card grades and comments Not used toward a grade (O’Connor, 2002) Counts toward grade

8. F F F F S F F F F

11. Hinge Questions: Checking Understanding R E F Fulcrum Effort Resistance First Class Lever Second Class Lever Third Class Lever F E R F E R F E R

12. Lab Stations Classroom Seating in Triads Lab Stations

15. ( Wormeli, 2008) Item Topic or Proficiency Right Wrong Simple Mistake? Really Don’t Understand 1 Dividing fractions 2 Dividing Fractions 3 Multiplying Fractions 4 Multiplying fractions 5 Reducing to Smplst trms 6 Reducing to Smplst trms 7 Reciprocals 8 Reciprocals 9 Reciprocals

18. (Gusky, 2007/08) Corrective Activity With the Teacher With a Friend By Oneself Reteaching X Individual Tutoring X X Peer Tutoring X Cooperative Teams X Course Textbooks X X X Alternative Textbooks X X X Workbooks and Study Guides X X X Academic Games X X X Learning Kits X X Learning Centers and Laboratories X X Computer Activities X X

19. Key: M=mastery P=proficient D=developing

20. (O’ Connor, 2002)

21. (Wiggins and McTighe, 1998) Thinking Like an Assessor Thinking Like an Activity Designer What would be sufficient and revealing evidence of understanding? What would be interesting and engaging activities on this topic? What performance tasks must anchor the unit and focus the instructional work? What resources and materials are available on this topic? How will I be able to distinguish between those who really understand and those who don’t (though they may seem to)? What will students be doing in and out of class? What assignments well be given? Against what criteria will I distinguish work? How will I give students a grade (and justify it to their parents)? What misunderstandings are likely? How will I check for those? Did the activities work? Why or why not?