http://www.scholastic.com/teachers/classroom-solutions/2011/03/state-assessments-extendedresponse http://kcknerr.cuipblogs.net/files/2011/01/ER_Handbook_OL_Revised_KM-2.pdf http://www.u-46.org/dbs/curriculum/files/File/LitResources-elem/isat-2012-genre.

pdf FORMATIVE ASSESSMENT PROJECT The Formative Assessment Project is an opportunity to increase your pedagogical content knowledge within a domain or topic area of your choosing. Pedagogical content knowledge refers to a blend of your knowledge of the topic, knowledge of how students think and learn the topic, and knowledge of related instructional strategies. The goal is to design or improve a formative assessment, and use it to help you elaborate and integrate your knowledge in these 3 areas. For the project you are to: 1)examine the literature related to your chosen topic. You may be able to use some course readings but will need to research literature specific to topic to make your 2) describe a learning progression for the topic 3)design a new formative assessment or improve an existing formative assessment to help you determine where students are in terms of this expected learning progression. 4) Gather and analyze data using the formative assessment. If possible implement the formative assessment during this course and analyze the data. Discuss what this analysis reveals about student learning in your topic area in the final paper. The following rubric tables provide guidance for the completion the project. These tables also indicate how the paper will be evaluated (i.e., the points assigned for different levels of response to the project questions).

1) What does a student learning progression look like in your topic area? 1 point
The paper offers vague or broad differences in how the students understand or perform in the topic area. Grammatical and formatting errors present.

2 points
The paper provides detailed descriptions of different levels of student performance that can be conceptualized as a learning progression.

3 points
The paper provides a model of how students ought to progress in their understanding or skill acquisition in the topic area. This model is explicitly derived from the literature as well as previous teaching experiences. Relevant background literature is cited in the paper using APA style. Citations go beyond those provided in the course to include additional literature specific to the topic (3-5 additional references). No grammatical or formatting errors.

2) What is the formative assessment tool? How would it be embedded in your teaching routines? How would the assessment help you to know that students are making progress? How does the evidence relate to the learning progression you developed? 1 point
Paper describes a formative assessment tool and/or process that can help to identify student progress in understanding the big ideas and/or achieving the identified skills. Grammatical and formatting errors present.

2 points
Formative Assessment captures features of learning important to differentiating instruction for diverse learners in particular topic area. Specific areas that the tool assesses includes one or more of the following: Retention & retrieval Use of learning strategies Vocabulary knowledge Metacognition

3 points
Formative Assessment that captures important features of learning for differentiating instruction for diverse learners in particular topic area. Specific areas that the tool assesses includes one or more of the following: Retention & retrieval Use of learning strategies Key vocabulary Metacognition The formative assessment process involves students in a way that encourages their metacognitive development and self-regulated learning. (Extra credit can be achieved by designing a formative assessment that involves a visual tool such as concept map or graphic organizer) No grammatical or formatting errors.

3) What are the patterns of performance in your formative assessment data? How does it relate to your hypothetical learning progression? 1 point
Describes general patterns in student performance. Fails to tie patterns to a learning progression. Grammatical and formatting errors present.

2 points
Identify patterns of strong, average, and weak performances. Fails to unpack student thinking or conceptual understanding related to underlying learning progression.

3 points
Focuses on key patterns of student understandings, skills, and misunderstandings in relation to a learning progression. Analysis uses these patterns to understand student thinking and is accurately

supported by work samples. Identify areas of strength in predominantly weak performance and/or areas for improvement in a predominantly strong one. No grammatical or formatting errors.

4) What differentiated responses might a teacher make to students showing different degrees of progress on the formative assessment? That is, how would you differentiate your instruction based on your formative assessment of student learning? 1 point
The paper describes differentiated teacher responses to the different student performances on the formative assessment tool. Grammatical and formatting errors present.

2 points
The paper describes how feedback from the formative assessment tool will inform teachers instructional strategies.

3 points
This paper articulates a decision making framework (e.g., instructional choices based on different types of formative feedback (Concept map of this model can be included for extra credit.) No grammatical or formatting errors.