Summative Assessment

Last week you created a blueprint for the assessment you will create and submit this week. I am working to grade the blueprints. All will be graded by end of day Wednesday. This week is your summative assessment. That means this is the assessment that your students will take to prove their mastery of the standard or standards that you have taught. You will use the I can statements from the scaffolding and blueprint to know what types of questions to complete. In your blueprint, you had to plan for various levels of questions. You must have questions at various levels to ensure you students prove mastery. I commented on several student’s diagnostic assessment in week 2 that they were missing variety in their question format. Many students want to create simple open-ended questions. These may appear to be the easiest to create, but they take the longest to grade; they leave a lot of bias in grading, and they leave a lot for students to try to determine exactly what you are looking for. You must ensure that your directions are clear and all expectations are set. As you create this assessment, you should have multiple sections and types of questions. Think about sections of matching, fill in the blank, true/false, multiple choice, two part questions, and open ended questions. As your vary the styles of questions, you will open yourself up to be able to vary your levels of questions. This assessment must match the blueprint from week 3. As you write your questions, label them by their DOK level. DOK levels should only appear on the [reviewer] copy. Use the document I attached in previous announcements to assist you with the correct verbiage to make sure you have students “doing” what you need them to do to meet your DOK levels. This takes some time and focus, but this is the focus of the class, writing assessments. Remember, the questions that you create should address the standard you chose. In your unpacking, you should have the “I Can” statements. These statements should have come directly from the scaffolding documents. These are the skills your students should be proving they can “do” in order to prove mastery of your full standard. Remember you can also search question stems for your standard. When you finish, you should have a student copy, [reviewer] copy with DOK levels and answers, and a plan as to what you will do if students are not overall successful. Everything we do in the class should be with a plan as to what we will do next. Do not forget to include points and grading information on both the [reviewer] and student copies. I am attaching a document. I want you to see a variation of question types and a connection between all parts. This example is NOT perfect. This is a previous student’s paper whom I offered feedback to, but this student was on the right track. You should have a reference page for an passages you use. ALL OF YOUR QUESTIONS MUST BE CREATED BY YOU!!! Do not forget your cover page and header as well. DO NOT REUSE PASSAGES FROM YOUR DIAGNOSTIC. This gives the students prior knowledge and can affect your data.
The DOK chart that has been uploaded that what needes to go by and has to be 25 questions and needs a student test and a teacher copy.The First uploade is the example on how the teacher wants it.