Formative Assessment Cycle
This Formative Assessment Cycle consists of the following four artifacts: the Trends in Student Thinking Data Tool, the Formative Assessment Cycle written analysis and summary, and two sets of student work samples. The first set of work samples consists of whole class work while the second set includes work from a small intervention group .
Above you will find my Formative Assessment Cycle Project. This project consisted of three parts: the first focused on using an assets based lens to analyze a whole group division assessment (II.c.ii., II.c.iv., II.c.vi., III.ii.b.). The second part concentrated on designing an intervention lesson based on the assets discovered in the whole class analysis (II.c.i., II.c.iii., II.c.iv., II.c.vi.). The final section centered on using student data to determine the effectiveness of the intervention and next steps for instruction (II.c.ii., II.c.vi., II.c.vii., II.c.viii.). An explanation of each artifact that I utilized for my Formative Assessment Cycle is as follows: The first artifact is the Trends in Student Thinking tool which is an analysis of student data from the preassessment that was administered. I utilized the trends tool to identify student assets across our classroom community and identify instructional groupings in order to support student growth through intervention. The second artifact is a written analysis of the Formative Assessment Cycle in its entirety. Within this document you will find analysis of whole group understandings, the design of my small group intervention, and an analysis of the intervention results focused on student work samples. Finally, the last two artifacts are slide shows that highlight student work. The first is the pre-assessment with student work samples from the whole group and the second is the small group intervention lesson with student work samples.
Mathematics Specialist Standards
II.c.i. Know learning trajectories related to mathematical topics and use this knowledge to sequence activities and design instructional tasks.
II.c.ii. Use multiple strategies, including listening to and understanding the ways students think about mathematics, to assess students’ mathematical knowledge.
II.c.iii. Understand the importance of careful sequencing and development of mathematical ideas, concepts, and skills in the preK–middle/middle to high school grades curriculum; be able to engage in discussions and decision-making to establish appropriate benchmarks for learning goals.
II.c.iv. Select, use, adapt, and determine the suitability of mathematics curricula and teaching materials (e.g., textbooks, technology, manipulatives) for particular learning goals.
II.c.vi. Know the different formats, purposes, uses, and limitations of various types of assessment of student learning; be able to choose, design, and/or adapt assessment tasks for monitoring student learning.
II.c.vii. Use the formative assessment cycle (administer a formative assessment task, analyze student responses to the task, and design and reteach lessons based on this analysis) and be able to find or create appropriate resources for this purpose.
II.c.viii. Analyze formative and summative assessment results, make appropriate interpretations and communicate results to appropriate and varied audiences.
III.ii.b. enhance learning opportunities for all students’ and teachers’ mathematical knowledge development;