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1.)  Formative
Assessments: Designed to
determine whether students are learning what is being taught, for the purpose
of adjusting instruction, re-teaching, providing students with additional
support or intervention, etc. Sometimes these assessments can be reassessed at
the discretion of the teacher, announced before the original task. Examples
include but are not limited to quizzes, homework evaluated for learning,
projects, interactive notebook evaluations, entrance and exit tickets, etc.

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1.)  Formative
Assessments: Designed to
determine whether students are learning what is being taught, for the purpose
of adjusting instruction, re-teaching, providing students with additional
support or intervention, etc. Sometimes these assessments can be reassessed at
the discretion of the teacher, announced before the original task. Examples
include but are not limited to quizzes, homework evaluated for learning,
projects, interactive notebook evaluations, entrance and exit tickets, etc.

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2.)  Summative Assessments: Designed to assess whether students know and are able to do what has been taught, after instruction at the end of an instructional cycle or unit. Examples include but are not limited to unit tests, final exams, and major projects. Typically, these assessments are not eligible for reassessment.

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An exit slip with selected responses and a short answer.

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formative helps "form" the learning.  summative is assessing whether or not learning (& to what degree) has taken place

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formative helps "form" the learning.  summative is assessing whether or not learning (& to what degree) has taken place

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I can determine the author's argument in a text.
I can identify the author's specific claims to support the argument.
I can determine the relevance of the evidence to support the claims.
Assess:  Extended Written Response
A formative assessment is a short, quick assessment to assess students' knowledge during a unit and determine if reteaching is necessary.
A summative assessment is an end-of-unit assessment.

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I can explain how the constitution affects our relationships with other countries.

short answer/extended response

formative/summative

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I can identify the main idea of an argument.  

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I can identify the main idea of an argument.  

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I can identify whether the claims of the argument are  reasonable.

I can  assess whether the evidence is relevant and supports the claims.

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Formative = on the fly checking.  Check as you go work.   This can be a formal assignment, it can also be as simple as an observation.

Summative = end of unit to check for student mastery.

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compose a 5 paragraph response in which students in which students explain (w/use of textual evidence) how the us constitution protects basic human rights.  be sure to include an introductory & closing paragraph

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compose a 5 paragraph response in which students in which students explain (w/use of textual evidence) how the us constitution protects basic human rights.  be sure to include an introductory & closing paragraph

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Step 1 I can identify and use a variable to represent quantities in a real-world or mathematical problem.

I can write and solve simple equations.

I can write and solve simple inequalities.

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I can explain what the constitution is and how it guides the lawmaking process.

short answer/extended response

formative/summative assessment-end of unit/learning skill

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I can explain 3 ways in the US Constitution protects basic human rights.

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I can explain 3 ways in the US Constitution protects basic human rights.

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I can model how water is able to move through Earth  and how the Suns energy and gravity influence the cycle.

Performance Assessment:  Option A) Draw H2O cycle.  Option B) Students play game where each is a H2O molecule.  Students randomly travel cycle and are assessed on their individual interpretation of the game.  Option C)  Build something physical.

Formative:  Informal mid unit assessment to see where students are at.

Summative:  End of the unit assessment.

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Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

"I can find the persuasive purpose in a piece of writing and the authors evidence for this topic.  I will then be able to determine if this evidence properly supports the claim and is valid"

To assess this standard I would need to construct a Performance assessment where the student will show their mastery of the skill. Students will look at a piece of writing where they will identify the persuasive component and determine if the evidence is logical and valid.

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1) Choose one of the standards posted and deconstruct it in a new note into "I can" statements.
2) In a separate note, write how you would plan to assess the deconstructed standards you wrote.  Use the following three options: Selected Response, Short Answer, Extended Written Response, Performance Assessment
3) In another note, explain the difference between a formative and summative assessment - what they are and how they are used.
4) Discuss (no note needed) how you could use Padlet in your classroom.

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1) Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

2) Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
3) Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
4) Describe the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.
5) Describe how the choices of tools/technologies and processes are used to create specific effects in the arts.
6) Sing or play with expression and accuracy a variety of music representing diverse cultures and styles.
7) Apply basic offensive, defensive, and cooperative strategies in selected activities, games, and sports.