Common Summative

Math Assessments

Patronis Elementary

November 12, 2014

What is common assessment?

“Common assessment means student learning will be assessed using the same instrument or process and according to the same criteria.”

—DuFour, DuFour, Eaker, & Many, 2010, p.

63

Criteria for common assessments

include:

Same test instrument (paper, online, task) with the same items.

Same grading rubric.

Same test administration (exception: students with IEP, 504 and ELL

accommodations).

Creating Common Summative

Assessments

Why is it important?

DOK and Standards Alignment (Does student assessment performance actually

depend on mastering the learning targets and not on irrelevant knowledge or skills?)

Exposing students to the Florida Standards Assessments (FSA) question formats.

Clarity and Efficiency for teachers- Dialogue clarifies what standards mean and what

they should look like in the classroom before beginning a unit and teacher efforts are

pooled instead of working separately to complete the same task.

Equity for students- Guaranteed and Viable Curriculum (Enhances the coherence and

fidelity to student learning expectations across the grade level for all teachers- all

students are exposed to same content at the same level of rigor).

Data analysis in a PLC to guide instructional decisions based on a collective response.

How to do it!Step 1:

Meet with your Professional Learning Community and review norms to ensure meeting time is spent on the creation of the common assessment.

Bring the materials needed to create a summative assessment.

Step 2:

Start with your Curriculum Guide to determine the standards or parts of standards that you will be teaching.

Step 3:

Reach clarity on and understanding of the expected learning targets for the unit.

• Utilize BDS unpacking documents in your curriculum guide to identify procedural and declarative targets

and the intended Depths of Knowledge.

Step 4:Begin with your chapter assessment

and determine which items are aligned with our standards in the learning goal or unit and ensure that they are at the appropriate Depth of Knowledge and within the FSA content limits (grades 3-5).

TIP: www.illustrativemathematics.org

can provide guidance in determining the intent of

standards through browsing sample tasks for each

standard. You can also email Heidi.Brennan@fl.doe.org

to receive further clarification of standards.

Step 5:

Revise, find or create questions to meet criteria for standards or parts of standards that were not found.

Step 6:

Ensure that test question formats are varied in order to prepare students for standardized assessments.

Tip: You can email assessment@doe.org to receive further clarification

about the Florida Standards Assessment.

Step 7:

Agree on scoring rubrics and administration procedures for summative assessment instrument.

Let’s Look at the Pieces

Does the DOK match the DOK of the

standard?

Is there a Test Item for the Standard?

Does the test item match the criteria of

the standard?

Does the test item assess a grade level standard?

Aiko drew the following solid figure.

What is the name of the three-dimensional figure Aiko drew?

Mathematics FSA Response Types

Equation: Write an equation and solve to respond

Natural Language: Type in text to respond

Multiple Choice: Select the option that best fits to respond

Multi-Select: Select all options that fit to respond

Graphic (Drag and Drop): Drag and drop appropriate images to respond

Graphic (Hot Spot): Drag to fill empty boxes in equation to respond

Graphic (Draw/Graphing): Follow directions to draw or graph to respond

Table: Complete table to respond

Does the format of the test items match those students will

see on FSA?

Equation: Enter

a response

Natural

Language:

Type in text

to respond

Multiple Choice:

Select the

option that best

fits to respond

Multi-Select:

Select all

options that fit

to respond

Graphic (Drag

and Drop): Drag

and drop

appropriate

images to

respond

Graphic (Hot

Spot): Drag to

fill empty boxes

in equation to

respond

Graphic

(Draw/Graphing):

Follow directions to

draw or graph to

respond

Table: Complete table to

respond

Be aware:

More than one

test item

format can be

combined in a

single problem

For grades 3-5, is test item within the

content limits for the FSA?

Using Exam View Test Generator

Using CPalms MFAS tasks to Create Summative Assessment Items

BEFORE.

AFTER…

“Snipping” Aligned Items from “Go Math! Preparing Students for Florida Standards Assessment” Resource on Think Central

Test item analysis provides data that can be used to drive discussions within your PLCs.

This can even be done as a shared Google Doc!

Let us know how we can support you!

BDS K-5 Math Staff Training Specialists

Ashley French

frencar@bay.k12.fl.us

Michelle Spencer

spencmj@bay.k12.fl.us