The following resource provides vignettes about teachers who are attempting to implement formative assessment in their schools. The two vignettes are from a study by Earl and Timperley (2014) that showcase examples from a secondary school mathematics department. The first case shows an example of a teacher implementing the “letter” of formative assessment. In the second case, the teacher is working to apply the “spirit” of formative assessment, as she challenges her mental models about teaching and learning.
The Grade 5 and Grade 12 Item Cluster Prototypes follow the principles and recommendations set forth in the SAIC Assessment Framework and Item Specifications Guidelines for an NGSS-aligned large-scale summative assessment item cluster. The prototypes serve as initial models for measuring the three-dimensional science learning called for in the NGSS and should promote ongoing dialogue about the vision for a truly next-generation science assessment.
The Grade 5 item cluster can now be previewed live with interactive items and media.
This document describes and supports the submission development process. It includes suggestions for collecting, analyzing, and cataloguing documents that might address the Critical Elements states must meet. A description of the process states must follow when submitting their peer review submission is also included.
To accompany this document, the Peer Review Evidence Organizer supports catalogue documentation for peer review submissions and how each addresses a Critical Element. States might use this tool to organize documents and develop text for the state peer review submission.
Boston College professor and scholar Katherine L. McNeill developed a series of resources to support middle school science and social studies teachers’ use of argumentation. The resources are organized in a course format and include a syllabus, slide decks and class materials for each session, and assignments. As teachers work through each session, they learn about the claim, evidence and reasoning (CER) framework, and how to use this framework to engage students in argumentation. The resources support teachers’ understanding of evidence and reasoning, as well as distinctions between science and history. The resources also support teachers’ instructional planning of lessons to support students’ development of argumentation.
This kindergarten class of English language learners (ELLs) demonstrates Lily Wong Fillmore’s guidance in how teachers can support students in acquiring and using academic language and working successfully with complex text. These ELL kindergartners have engaged in a unit studying butterflies where academic vocabulary, language structure, and keys to unlocking the meaning of complex text have been deeply embedded into their daily learning. This video is on sharing a reading/writing lesson which celebrates text complexity. Key points include: (1) Each day select text to amplify as part of instructional conversations and (2) Choose text that has complex structure but also that holds the essence of your lesson/activity, or some really pivotal information.
The study uses data from a 2010-2011 school-level randomized experiment of 70 Indiana public schools to examine the impact of two interim assessment programs, mCLASS in Grades K-2 and Acuity in Grades 3-8, on students’ mathematics and reading achievement. Results indicate no overall treatment effect for Grades 3-8 but a statistically significant negative effect in Grades K-2 (i.e., kindergarten and second grade), indicating that students in control schools perform higher than students in treatment schools.