Formative Assessment

At the School

Key Questions to Consider:

  • Is data and student performance consistent across grade levels within standards, units, and skills?

  • Do disproportionalities exist between subgroups?

  • What strengths are observed in the data? Are there potential positive trends visible beyond a grade level within similar standards or evidence outcomes?

  • What areas of need are observed in the data? Are there potential negative trends visible beyond a grade level within similar standards or evidence outcomes?

  • How do strengths and needs identified compare with observations of classroom teaching practice?

  • How are core MTSS systems impacting these results?

Reports and Data Sources to Consider:

  • Curriculum derived common assessment data (qualitative and quantitative)

  • Performance tasks

  • Formal end of learning cycle assessments

  • PLC/Grade level spreadsheets

  • Early literacy progress monitoring (DIBELS)

Instructional Systems Considerations:

  • Professional Learning Community effectiveness

  • Staff professional development needs

  • Core and supplemental program resource needs

  • Teacher/Student feedback systems

  • Grade level and classroom assessment practices

  • School and grade level master schedule

  • Schoolwide MTSS structures

At Grade Level/Department

Key Questions to Consider:

  • What standards have been identified and prioritized for teaching and learning throughout the quarter or semester?

  • What can we say about the movement of our students from the beginning the year till now? Is the outcome what we would expect?

  • How do the strengths and needs identified correlate with instructional time/focus provided during the day? Does this suggest the need for any alterations to schedule and/or frequency of instruction or practice?

  • How do intervention systems align with areas of strength and need? What does this suggest about intervention – considering targets, time, frequency, group size, etc.?

  • What resources might be necessary to meet growth goals? Are there revisions to the system that will better maximize resources/instructional time?

Reports and Data Sources to Consider:

  • Curriculum derived common formative assessment data (qualitative and quantitative)

  • Core program performance tasks

  • Formal end of learning cycle assessments (common summative)

  • PLC/Grade level spreadsheets

  • Early literacy progress monitoring (DIBELS)

Instructional Considerations:

  • Professional Learning Community structures and supports

  • Core and supplemental program resource needs

  • Grade level schedule

  • Use of District Curriculum Maps and proficiency scales to establish rigor and pacing

  • Teacher/Student feedback systems

  • Student goal setting structures

  • Grade level and classroom assessment practices

At the Classroom

Key Questions to Consider:

  • How does current data compare with formative data collected during other similar instructional opportunities or other standards/evidenced outcomes?

  • How do strengths and need correlate with whole group and small group targets? Is whole group meeting the needs of most students? Is small group providing the opportunity for differentiated instructional targets based upon formative assessment data and diagnostic information?

  • When analyzing areas of need, are there other deficits that may serve as the root of this difficulty?

  • What error patters do we see in student responses?

  • What instructional strategies were employed during instructional delivery?

  • What special services/coordination may need examination for effectiveness?

Reports and Data Sources to Consider:

  • Student observations

  • Individual and peer discussions

  • Student goal reflections

  • Curriculum derived common formative assessment data (qualitative and quantitative)

  • Core program performance tasks

  • Formal end of learning cycle assessments (common summative)

  • Teacher created spreadsheets

  • Early literacy progress monitoring (DIBELS)

Instructional Considerations:

  • Establishment of Learning Targets and Success Criteria with students

  • Peer to peer feedback systems

  • Student goal setting structures

  • Teaching of necessary Colorado Essential Skills

  • Instructional block structure and organization

  • Implementation of core and supplemental resource

  • Classroom intervention/small group structures