Assignment
· Using the Formative and Summative template found in the appendix outline proposed evaluation strategies (formative and summative) for student attainment of standard/s for your selected unit of study. Strategies must be clearly related to standard (content/skills) identified in the unit (horizontal curriculum map). Need to have at least two (2) formative and one (1) summative assessment strategy for each standard of emphasis in your selected unit of study. A mixture of formal and informal (graded/ungraded) formative assessments is permissible for this assignment.
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ASSESSMENTS
Assessments
Student Name
Belhaven University-Jackson, Mississippi
September 30, 2017
ASSESSMENTS
EDU 612 Curriculum Organization and Planning
Formative and Summative Assessment Template
Grade Level: First Grade
Subject: Reading
Unit of Study: Sounds All Around/Phonemic Awareness and Phonics
Standard of Emphasis
for Assessment
Formative Assessment Evaluation
Strategies
Summative Assessment
Evaluation Strategies
RF.1.2a Distinguish
long from short vowel
sounds in spoken single-
syllable words.
Thumbs up/ Thumbs down: TTW will
notify students of the criteria. She
might say “If the word you hear has a
long vowel, give me thumbs up.”
(Observation)
Small group game: The students have
access to two buckets. One is a short
vowel bucket. The other one is a long
vowel bucket. The student draws a
picture card from the deck and says
the word. He/she places the picture
card in the appropriate bucket.
TLW complete a cut and paste
activity. TLW say the name of
each picture card. TLW determine
if the vowel sound is long or short.
TLW glue the picture under the
appropriate heading: Long
Vowels/Short Vowels
RF.1.2b Orally produce
single-syllable words by
blending sounds
(phonemes), including
consonant blends.
Waiting in line? What shall we do? . . .
TTW think of a word. She will
pronounce each sound associated
with the word. TLW blend the sounds
together to form the word. (Checklist)
Students will pair up. One student will
have a picture card. The other student
will do the blending. The student with
the card will provide the sounds /h/
/a/ /m/. Mr. Blender will listen closely
and say, “HAM!” The picture card will
be revealed to show the correct
answer. (Teacher observation)
Individual assessment completed
one-on-one with students: TLW
orally produce single syllable
words by blending the phonemes.
TTW provide the sounds
/m/ /a/ /t/. TLW say “mat.” Each
child will complete ten
assessment items.
RF.1.2c Isolate and
pronounce initial and
final sounds in spoken
single syllable words.
Students will use “Sammy the Snake”
to assist them in isolating sounds.
Sammy’s body is long and divided into
sections-beginning/middle/end. TTW
say “What is the final sound in the
word shop?” TLW place a chip on
Individual assessment: TTW will
ask the student to isolate the
initial and final sounds in a variety
of words. She will say, “What is
ASSESSMENTS
Sammy’s tail to signify the ending
sound. TLW provide the sound after it
is isolated.
Long strips of electrical tape will be
place on the floor. Students will take
turns positioning themselves at the
beginning of the line and at the end of
the line to show the position of the
sound. TLW provide the sound that is
associated with the position.
the final sound in the word
“smack?” A good mixture of
questions requiring the student to
isolate both initial and final
sounds will be included. The
assessment will consist of 10
items. Students will be graded on
their performance.
RF.1.2d Segment spoken
single-syllable words into
their complete sequence of
individual
sounds(phonemes).
TTW will provide the word. The
students will draw one dot per
sound on a markerboard.
TTW provide the word. TLW count
each sound and hold up one finger
for each sound he/she hears.
TLW be given five counters. TTW
say a word. Students will segment
the word into its individual sounds.
For every sound, TLW pull down a
counter as visual representation of
the sound. 5-10 test items
Strategies must be clearly related to standard (content/skills) identified in the first column.
Need to have at least two (2) formative and one (1) summative assessment strategy for each standard of
emphasis in your selected unit of study.
FORMATIVE AND SUMMATIVE ASSESSMENT
1
Formative and Summative Assessment Template
Student Name
Belhaven University
FORMATIVE AND SUMMATIVE ASSESSMENT Dunagan 2
Formative and Summative Assessment
Grade Level: 9th
Subject/Course: English Language Arts/Learning Strategies: Reading
Unit of Study: Man vs. Man: The Influences that Shape Society
Standard of Emphasis for
Assessment
Formative Assessment Evaluation
Strategies
Summative Assessment Evaluation
Strategies
CCR.R.1 Read closely to
determine what the text says
explicitly and to make logical
inferences from it; cite
specific textual evidence
when writing or speaking to
support conclusions drawn
from the text.
1. Exit slip: given a text-dependent question,
I will check for embedding the question in
the answer and including sufficient textual
evidence.
2. Periodic check-on-understanding/active
reading questioning.
3. Teacher checks to see who is annotating
the text while reading.
1. Five to ten written response text-
dependent questions for each chapter
to check for textual evidence.
2. The student will take a twenty-
question multiple-choice and short
answer assessment at the close of the
unit to assess each focus standard.
CCR.R.3 Analyze how and
why individuals, events, or
ideas develop and interact
over the course of a text.
1. Think-sheets to keep track of characters as
they are introduced or additional details
are learned.
2. Exit slip: list key events from the chapters
covered.
3. Complete a graphic organizer that links
events in cause/effect format.
1. Plot organizing pop quiz (sequential
order and cause/effect details).
2. The student will take a twenty-
question multiple-choice and short
answer assessment at the close of the
unit to assess each focus standard.
CCR.R.6 Assess how point of
view or purpose shapes the
content and style of a text.
1. Collaborative team activity: determine the
perspective of the text and present with
justification.
2. Thumb gauges to check understanding
throughout the lessons.
3. Exit slip: What are the three narrative
perspectives discussed today?
1. Writing assignment: Pick one of the
other two narrative perspectives and
describe the major details of the
novel from that perspective.
2. The student will take a twenty-
question multiple-choice and short
answer assessment at the close of the
unit to assess each focus standard.
CCR.R.2 Determine central
ideas or themes of a text and
analyze their development;
1. Note taking and class review (participation
check): four steps to determine the theme
of a text.
1. Group presentation of themes
developed from the text.
2. The student will take a twenty-
question multiple-choice and short
FORMATIVE AND SUMMATIVE ASSESSMENT Dunagan 3
summarize the key supporting
details and ideas.
2. Thumb gauges to check understanding
throughout the lessons.
3. Independent practice: Determine the theme
of a given portion of the text.
4. Writing assessment: theme essay.
5. Exit slip: What are the four steps used to
determine the theme of a text?
answer assessment at the close of the
unit to assess each focus standard.
W.9.5 Develop and
strengthen writing as needed
by planning, revising, editing,
revising, rewriting, or trying a
new approach, focusing on
addressing what is most
significant for a specific
purpose and audience.
1. Journal entry checks on routine writing.
2. Revising and editing independent practice,
3. Grammar usage and mechanics
independent practice.
1. The student will be required to
complete a timed writing assessment:
Standard essay, including an outline.
FORMATIVE AND SUMMATIVE ASSESSMENT Dunagan 4
References
Mississippi Department of Education. (2016). College and Career Ready Standards for English Language Arts. Retrieved from
http://www.sos.ms.gov/ACCode/00000553c
EDU 612 Curriculum Organization and Planning
Formative and Summative Assessment Template
Grade Level: 3rd Grade
Subject: ELA
Unit of Study:
Standard of Emphasis for Assessment
Formative Assessment Evaluation Strategies
Summative Assessment Evaluation Strategies
Strategies must be clearly related to standard (content/skills) identified in the first column.
Need to have at least two (2) formative and one (1) summative assessment strategy for each standard of emphasis in your selected unit of study.
