Not “which interim should I give?” Start with what you want to know about your students' learning right now.
Not “which interim should I give?” Start with what you want to know about your students' learning right now.
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Question first. Evidence second. Decision third.
Question first. Evidence second. Decision third.
A question is sharp enough when you can picture the evidence that would answer it. Then ask: What is the smallest amount of evidence that would answer it? Sometimes the right answer is: Do not use an interim; use a different formative assessment.
SEE IT IN ACTION
Ms. Alvarez sharpens her question
Ms. Alvarez sharpens her question
Ms. Alvarez teaches 4th grade. Her first draft was too big. The second one she could answer.
Draft Her Question Can she picture the evidence?
Too big My students struggle with fractions. (Too big) No. Which part, and how would she know?Sharp enough When my students add fractions, do they know what the denominator means? Yes. A few addition items, and one written explanation.The smallest evidence that answers it: a Focused IAB on one target, given the week after the unit. Not a full test.
TRY IT IN 10 MINUTES
Sharpen your own
Sharpen your own
Write down the thing about your students' learning that you most wish you knew right now.
Read it back. Can you picture what you would look at to answer it? If not, it is too big.
Rewrite it using the frame.
Ask: What is the smallest evidence that would answer this?
Read it to a colleague. Their job is to make it better.
FRAMES AND TEMPLATES
The question frame
The question frame
When my students __________, do they ________?
Too Vague Ask Yourself
My students struggle with writing. Which part, and how would I know?
They do not get fractions. What do they do when they add two fractions?
They cannot problem solve. Where do they stop? Reading, setting up, or finishing?
COMMON TRAPS
What trips people up
What trips people up
Starting from the list of tests
Start from what you want to know. The test comes second.
A topic, not a question
"Fractions" is a topic. "Do they know what the deneominator means?" is a question.
Only thinking interim
Sometimes five work samples or three conversations can answer some questions faster.
A question you cannot act on
If no answer would change Tuesday's lesson, pick a different one.
No interim blocks for your grade or subject? This is still your page. The six words work on any evidence you collect.
WATCH IT
Tools
Tools
Video: Previewing and Printing Interim Items/Answers
Erin's video on how to print interim questions and answers to use in the classroom.
Maps your lesson to the right interim, then walks you through assigning, results, and reteaching.
The official state site. Click the RESOURCES TAB for
The official state site. Click the RESOURCES TAB for
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