Aligned Formative and Summative Assessment Model

Lena Archer, Stephen Gostola, Jarred Wenzel

EDUC 3504

Dr. David Slomp

November 4, 2019
PERFORMANCE TASK
RATIONALE FOR PERFORMANCE TASK

The performance task allows students to express their personal interests (through the

choice of base word in the Acrostic Poem) and how their interests correlate with their own

prior experiences (what related words they decide to choose for the base word) which relates

to both the GLO and the SLO 1.1. In addition, the short explanation provides students the

opportunity to explain how their Acrostic Poem meets the GLO and SLO by answering three

questions: How is the base word you chose important to you, how does it relate to your own

experiences, and why is this acrostic poem important to you? The students use their own

experiences to create an acrostic poem which is a form of expressing ideas and understanding.

The assignment ensures maximum fairness having been differentiated because students

are able to choose a term that they both understand and have had experiences with. For

example, students who do not like sports will not have to choose a base word like basketball

and students who do not like reading do not have to choose a word related to reading. This

allows students to express their own experiences and utilize their knowledge to create an

Acrostic Poem. Since the assignment is open to creativity, the students will have an equity of

opportunity to demonstrate their learning. This assignment is also designed to be an in-class

assignment to ensure a higher opportunity to learn in case students do not have the support at

home.
DIFFERENTIATION FOR THE FIVE STUDENTS

Name: Kayley Age: 10

Differentiation: Rationale:

-Kayley is significantly behind in her reading comprehension, so

-Teacher/Educational written instructions would not be effective for her.
Assistant help. -Without fully knowing how severe her reading comprehension is if
an EA was available, she would be tasked with checking on the
progression of the students who need more continual assistance.
The teacher can also help as long as the environment permits.

Name: Wyatt Age: 10

Differentiation: Rationale:

This assignment meets all of Wyatt’s needs when it comes to learning.

Wyatt enjoys collaboration and project-based work. He enjoys school and
asks for help from the teacher when needed. He does have problems in
None math, but nothing is evident that he struggles outside that class. If he was
not eager to ask for help, some teacher one on one time could be beneficial
for him, but again no evidence supports he needs intervention.

Name: Abby Age: 10

Differentiation: Rationale:

Abby does not need a differentiation in the lesson. She enjoys having
freedom in the classroom which this project provides. It also appeals to her
love of art making the project creative. She benefits from visual learning
None and also enjoys when the teacher is involved and having made an acrostic
poem exemplar to show the class prior, this would increase her
engagement as well.
Name: Patrick Age: 9

Differentiation: Rationale:

Patrick does not exhibit any traits that would be concerning to his
Direct instruction of development when it comes to this project. However, being an ESL
what is expected of student, he may benefit from further and more direct instruction. In
him for the project. the video when he was asked question his response time was much
slower than the average students which leads me to believe it may
take time for him to make sense of what was said to him in English.
He also does benefit from visual instruction, so the teacher
exemplar would definitely benefit him to further his learning and
engagement.

Name: Age: 9
Matthew

Differentiation: Rationale:

Based on what was observed and said by Matthew, the way this assignment
is structured meets all his needs. He enjoys collaboration and his interviews
suggest he benefits from visual and tactile learning. He has not
None demonstrated any issues with language. Matthew also asks for help when
he needs so if any issue was to occur, he would bring it the teacher’s
attention.
 PERFORMANCE TASK RUBRIC

Assignment requirements Got it: Not yet:

Legibility: Poem must be clear and legible. If I can’t read it, I can’t grade it! Comments: Comments:

Spelling: For your written explanation, there should be minimal errors. Comments: Comments:

GLO/SLO Beginning Developing Accomplished Exemplary Score

1 2 3 4

GLO 1: Students Structure/ -Did not -Did not -Did not -Completed
will listen, speak, Format complete 3 or complete 2 of complete 1 of all of the
read, write, view, more of the the the assignments
and represent to -Assignment assignment’s assignment’s assignment’s tasks
explore thoughts, instructions and tasks tasks tasks
details should be
ideas, feelings and clearly followed
experiences. and include all
necessary
components

SLO 1.1: Express Personalized -The written -The written -The written -The written
ideas and develop explanation explanation explanation explanation
understanding: -Written does not does not does not answer answers all
Use own explanation answer any of answer 2 of 1 of the 3 of the
should clearly
experiences as a answer the the 3 provided the 3 provided provided
basis for exploring questions questions provided questions questions
and expressing outlined in the questions
assignment
opinions and
understanding
RATIONALE FOR RUBRIC

We decided to include a prerequisites rubric for this assignment that includes

assignment legibility and spelling. We made this choice because we felt that although both

legibility and spelling were important aspects of the assignment, we didn’t feel that they were

relevant to the student’s final grade on the task since they were not related to the GLO or SLO.

For the prerequisites, we didn’t write clear definitions of what would be required to achieve a

‘got it’ or ‘not yet’ score. We chose not to include specifics on this section because the

expectations will differ for each student. For example, it’s to be expected that an ELL student

would have more spelling errors in his written explanation than their classmates. Similarly,

some students may not be as neat and tidy when making their poems, so as long as we can

interpret what has been written on the poem and we know it’s been completed to the best of

the students ability it will be given a ‘got it’.

For each grading criteria included within the rubric, we have included clear, concise, and

specific expectations to be followed. Both student and teacher will be able to see precisely why

the grade was received for each pertaining section. For structure/format, a grade will be given

with regards to how accurately a student followed the task instructions. We have outlined clear

requirements that outline exactly what it means to receive each grade in this criterion. For

personalization, students have been provided with 3 guiding questions they must answer to

score well, student grades will be reflective upon whether or not they clearly answered these

questions. For all grading criteria within the rubric, our clear and precise definitions of what it

requires to achieve each grade will ensure that regardless of who grades the assignment, the

grades should be exactly the same, which therefore ensures reliability.

 FORMATIVE ASSESSMENTS

1. SHARING ACROSTIC POEMS

 Ask students if there is anyone who would like to share what they have decided
to do for their Acrostic Poem OR if they had already completed the Acrostic
Poem they can chose to read their Acrostic Poem to the class.
2. GUIDED QUESTIONS
 While students are working on their assignments the teacher will circle around
and ask individual students questions to ensure they are understanding the
assignment:
o Why did you choose that base word?
o Why did you choose those related words?
o Why is ___________ (insert base word) important to you?
3. EXIT SLIP
 Students are given an exit slip at the end of class to describe how they are
feeling about the performance task. They could write how far along they are in
finishing the assignment, if they enjoyed the assignment, etc.
 RATIONALE FOR FORMATIVE ASSESSMENTS

The first formative assessment is designed to demonstrate to the teacher how confident

the students are with their work. The drawback to this formative assessment is that students

may not feel comfortable sharing their assignment with the class. Although, this formative

assessment can be helpful to provide the students time to share their work with their

classmates which can make them feel important and it can generate class discussions.

The purpose of the second formative assessment is to generate discussions with the

individual student based on their own work. This allows the teacher to assess the students who

might have more trouble with the assignment and ensure they are on the right track. It can also

provide the teacher with information on whether the task was unclear and needs further

explanation. Additionally, this formative assessment tool gives the teacher an idea of how much

more time to provide the students to complete the assignment and whether some students

need further assistance. This formative assessment ensures validity because it allows the

teacher to gage student’s understanding of the task and the relative difficulty they are

experiencing.

The third formative assessment allows for a paper record of the student’s thoughts

towards the assignment. This formative assessment ensures the task is valid because It allows

the teacher to reflect on the difficulty of the task and ensure that the task is measuring the

intended learning outcomes instead of something else such as reading comprehension.