Common Formative Assessments : How to Connect Standards-Based Instruction and Assessment

by Ainsworth, Larry; Viegut, Donald

• ISBN13: 9781412915779
• ISBN10: 1412915775
• Format: Hardcover
• Copyright: 2006-04-20
• Publisher: Corwin Pr

Summary

Learn how teachers can collaboratively develop, test, and refine common formative assessments and gain critical insights to meet students' individual learning needs.

Table of Contents

Foreword	ix
Douglas B. Reeves
Preface	xiii
Acknowledgments	xv
About the Authors	xvii
Introduction	1	(10)
The Big Picture: How Powerful Practices Connect	11	(10)
The Parts of the Whole	11	(2)
The Circle Graphic	13	(3)
Begin With Power Standards	13	(2)
Begin With Data	15	(1)
Begin With ``Unwrapping'' the Standards	16	(1)
The Standards-Assessment Alignment Diagram	16	(3)
Predictive Value	19	(1)
A Vision of Complete Alignment	20	(1)
Formative and Summative Assessments	21	(10)
The Purposes of Assessment	21	(2)
Formative and Summative Assessments Defined	23	(1)
Changing the Traditional Instruction-Assessment Cycle	24	(1)
Assessment of Learning	25	(1)
Assessment for Learning	26	(1)
Is This Assessment Formative or Summative?	27	(1)
Aligning Formative and Summative Assessments	28	(1)
Teaching to the Test?	29	(2)
Aligning Common Formative Assessments to Standards	31	(10)
Why Power Standards?	31	(1)
Statistical Rationale for Identifying Power Standards	32	(1)
Coverage vs. Depth	33	(1)
Prioritization, Not Elimination	34	(1)
Which to ``Power'': Standards, Benchmarks, or Indicators	34	(1)
Special Educators, Second Language Educators, and Special Area Educators	35	(1)
Interdisciplinary Power Standards	36	(1)
Aligning Power Standards, Common Formative Assessments, and Common Summative Assessments	36	(2)
Aligning Instruction and Assessment to Power Standards	38	(1)
Collaborative Common Assessment Planning	38	(1)
Frequency of Common Power Standards Assessments	39	(2)
Connecting ``Unwrapped'' Standards to Common Formative Assessments	41	(12)
Step 1: ``Unwrap'' the Power Standards	42	(1)
Step 2: Create a Graphic Organizer	43	(3)
Step 3: Determine the Big Ideas	46	(1)
Step 4: Write Essential Questions	47	(2)
From ``Unwrapped'' Standards to Common Formative Assessments	49	(1)
``Unwrapped'' Standards: Foundation for Instructional Design	50	(1)
Classroom Performance Assessments	50	(1)
From Classroom Performance Assessments to Common Formative Post-Assessments	51	(2)
Assessment Literacy	53	(10)
The Need for Assessment Literacy	53	(1)
A Variety of Assessment Types	54	(4)
Major Types of Assessment	55	(1)
Major Types of Assessment Defined	55	(3)
Applying Assessment Literacy to Individual Classroom Assessment	58	(2)
A Classroom Example: Planning Two Assessments	59	(1)
Applying Assessment Literacy to Common Formative Assessment	60	(3)
Fairness, Reliability, and Validity	61	(1)
Changing Conventional Assessment Practice	61	(2)
Developing and Refining Common Formative Assessments	63	(14)
Getting Started	64	(6)
Focusing on Process, Not Results	65	(1)
Improving the Quality of Common Formative Assessments	66	(1)
Deliberate Delay of Professional Development	66	(1)
Write First, Refine Later	67	(1)
Assessment Design Cycle	68	(1)
Creating a Safe and Supportive Environment	69	(1)
Aligning Common Formative Assessments to Power Standards	69	(1)
Activity 1: Check for Alignment and Frequency	70	(2)
Activity 2: Identify Assessment Types	72	(1)
Activity 3: Evaluate Assessments by Established Criteria	73	(1)
Activity 4: Develop an Action Plan for Improvements	74	(1)
The Role of Administrators	75	(2)
Collaborative Scoring of Common Formative Assessments	77	(16)
Creating a Culture of Collaboration	77	(2)
Professional Learning Communities	79	(3)
Option 1: External Scoring	80	(1)
Option 2: Independent Scoring	81	(1)
Option 3: Collaborative Scoring	82	(1)
Preparing to Score Constructed-Response Assessments	82	(4)
Designing a Collaborative Scoring Guide	83	(1)
Teacher-Designed, Student-Revised Scoring Guides	84	(1)
Peer- and Self-Assessment by Students	85	(1)
Steps in the Collaborative Scoring Process	86	(2)
Implications for Grading	88	(2)
Collective Wisdom	90	(1)
Ready for the Data Team Process	90	(3)
Collaborative Analysis of Common Formative Assessment Results	93	(16)
Data Rich, Information Poor	93	(1)
Benefits of Systematic Data Analysis	94	(1)
Background of Data-Driven Decision-Making Model	95	(1)
Data Team Process Overview	95	(9)
Step 1: Charting the Data	97	(2)
Step 2: Analyzing Strengths and Challenges	99	(2)
Step 3: Setting Team Goal	101	(1)
Step 4: Selecting Instructional Strategies	102	(1)
Step 5: Determining the Results Indicators	103	(1)
Implications for Intervention and Acceleration	104	(1)
The Action Plan	105	(1)
The Post-Assessment Data Team Meeting	106	(1)
Meeting, Not Meeting Goals	107	(1)
Teacher Reflections	108	(1)
Schoolwide and Districtwide Implementation of Common Formative Assessments	109	(14)
Creating the Conditions	109	(6)
``Whole to Part'' Understanding	110	(1)
High Expectations With Accompanying Support	111	(1)
High Support Strategies	112	(1)
Sustained Professional Development	113	(1)
Holding to Intention in Spite of Hurdles	114	(1)
Challenges to Finding Time	115	(2)
Key Strategies for Creating Time	116	(1)
Collaborative Leadership	117	(2)
Leaders Must Foster Trust	118	(1)
Do It Right the First Time	119	(1)
Progress at an Acceptable Pace	120	(1)
Implementation Framework for Planning	120	(3)
Guidelines for Systemwide Sustainability	123	(14)
Establishing a Culture of Improvement	123	(1)
Self-Reflection Questions for Leaders	124	(3)
Sage Advice	127	(1)
Sustained Focus	127	(1)
Choose Your Moment	127	(1)
Relationships	128	(1)
Sustainability	129	(3)
Structures for Sustainability	131	(1)
Influencing the External Culture	132	(3)
Associating With the Best	132	(2)
PreK--18 Collaboration	134	(1)
Conclusion	135	(2)
Resource: A Framework for Implementing Powerful Practices	137	(14)
Bibliography	151	(8)
Index	159