How to complete a formative assessment with a rubric.
SPED 7720 & 7721: Assessment Portfolio Template
Your Name: _________________________ Date: ____________
Program: M.A.T or M.Ed.: ___________________________
*Be sure to attach the following in one PDF file:
·
Copy of the formative assessment with scoring criteria
·
Copy of the grading tool you created
·
Marked copies of the student’s work that reflect your evaluation and student feedback
Part A: Formative Assessment Report (write information under the headers below)
Basic information about the instrument (name, author, date, publisher, cost)
Purpose and intended population/setting of the instrument
Psychometric properties if available/applicable
Validity and Reliability of the instrument
Strategies for involving students, parents, and colleagues in the assessment process
Advantages and disadvantages of the instrument
Which concepts or domains does the assessment address?
What provisions (e.g., in terms of time and circumstances, tasks), if any, did you make on the assessment for individuals who have particular learning differences or needs?
What were the scoring criteria you used?
Part B: Description of your Learner
Description of your learner (include the following: initials for the student name, age, grade, setting, current level of the student, IEP goals, strengths, and challenges)
Does the learner require accommodations for testing? Why or why not?
How will you implement those accommodations?
Part C: Reflection on what you Learned about the Student from Evaluating their Performance (Use specific examples from the student’s work to illustrate your points; use the headers below)
Synthesis of the learner’s current levels of performance regarding the knowledge and skills on the assessment
What the learner still needs to learn about the subject area
Next steps for the learner, based on the assessment results and why
What, if anything, would you do to improve the assessment instruments?
Part D: Description of Ways in which You Involved Students in the Assessment:
Were students involved in the assessment?
Discuss opportunities for self-determination, self-monitoring, and reinforcement.
How did you communicate the information you learned through the assessment to the students?
What did they do with the information?
Part E: Discussion of how you Minimized Bias within your Self-Assessment Process.
Part F: Description of your Communication Plan – (Describe how you plan to communicate and involve test results to the student’s parents or guardians, colleagues, as well as the student being tested.)
SPED 7720 & 7721: Assessment Portfolio Rubric
| Level 1 Unacceptable Does not or inconsistently meet standards | Level 2 Developing Meets minimum standards | Level 3 Proficient Consistently meets standards | Level 4 Exemplary Consistently exceeds standards |
Attachments: 1 – Copy of the formative assessment with scoring criteria 2 – Copy of the grading tool you created 3 – Marked copies of the student’s work that reflect your evaluation and student feedback | The candidate is missing pieces with multiple attachments. They may or may not be in one PDF file. | The candidate is missing pieces of the attachments. They may or may not be in one PDF file. | The candidate includes all attachments in their entirety in several files. | The candidate includes all attachments in their entirety in 1 PDF file. |
Formative Assessment | The candidate used an assessment that may or may not include all relevant information for decision-making. | The candidate used one formative assessment that included relevant information for adequate decision-making. All information regarding the assessment from the directions is included. | The candidate used one formative assessment that included relevant information for good decision-making. All information regarding the assessment from the directions is included and is adequately discussed. | The candidate used one formative assessment that included relevant information for excellent decision-making. All information regarding the assessment from the directions is included and is comprehensive. |
Clear Criteria
| The criteria for assessment are not clear and limited feedback may make it difficult to establish goals for learning | The candidate provides clear criteria for assessment and provides some feedback that helps establish goals for learning. | The candidate provides clear criteria for assessment that provide feedback that addresses the instructional criteria. | The candidate provides clear criteria for assessment that allow for clear feedback to address the criteria and helps establish goals for learning. |
Learner Differences | The assessment does not take a range of learners with different approaches to learning into account. There is an accommodation of the specific needs of the learner. | The candidate vaguely describes their learner in detail and includes how they provided accommodations for the learner and may include accommodations of the learner. | The candidate briefly describes their learner and includes how they provided accommodations for the learner and includes implementation that accommodates any specific needs of the learner. | The candidate describes their learner in detail and includes how they provided accommodations for the learner and includes implementation that accommodates any specific needs of the learner. |
Marked Feedback on Assessment | The feedback on the assessment is vague or lacking. | The feedback on the assessment is general. Mostly check marks and Xs with little feedback. | The feedback on the assessment is adequate so that the learner can adequately understand their strengths within the assessment, as well as opportunities to improve. | The feedback on the assessment is comprehensive so that the learner can understand their strengths within the assessment, as well as opportunities to improve. |
Reflection of Assessment Analysis | The candidate’s evaluation of student work is not entirely accurate, and no specific examples of student work are used that illustrate these conclusions. | The candidate evaluates student work and uses the information to develop concrete conclusions about the effectiveness of the teaching. | The candidate evaluates student work and uses the information to develop concrete conclusions about the learner’s knowledge. Specific examples of student work are used to illustrate these conclusions. | |
Self-Assessment
| The candidate does not provide the learner with opportunities to self-assess. Nor, is feedback given improve their knowledge or skills. | The candidate provides the learner with opportunities to self-assess. OR The candidate provides the learner with feedback in order to improve their knowledge or skills. AND/OR Descriptions of self-determination, self-monitoring, and reinforcement are included. | The candidate provides the learner with opportunities to self-assess. AND/OR The candidate provides the learner with feedback in order to improve their knowledge or skills. AND/OR Descriptions of self-determination, self-monitoring, and reinforcement are included. | The candidate provides the learner with opportunities to self-assess. AND The candidate provides the learner with feedback in order to improve their knowledge or skills. AND Descriptions of self-determination, self-monitoring, and reinforcement are included. |
Minimize Bias | The candidate either does not understand bias in assessment and/or did not demonstrate how he/she minimized bias. | The candidate vaguely demonstrates an understanding of the concept of bias in assessments and explains in detail how they minimized bias within this project. | The candidate demonstrates an understanding of the concept of bias in assessments and explains in detail how they minimized bias within this project. | The candidate clearly demonstrates an understanding of the concept of bias in assessments and explains in detail how they minimized bias within this project. |
Communication Plan | The candidate either vaguely describes the communication plan or does not describe it at all. | The candidate vaguely describes their communication plan for explaining the results of the assessment to the learner and their family. | The candidate describes their communication plan for explaining the results of the assessment to the learner and their family. | The candidate clearly describes their communication plan for explaining the results of the assessment to the learner and their family. |
Content | The content lacks a clear point of view, is not on topic, and lacks logical sequence. | The content is vague in conveying a point of view, does not stay on topic, and does not create a strong sense of purpose. | The content reflects a fairly logical progression of ideas and creates a strong sense of purpose. | The content is written clearly and concisely, with a very logical progression of ideas. |
Writing Style / Grammar / APA | Errors in spelling, capitalization, punctuation, usage, and grammar repeatedly distract the reader, and major revision is needed. Style reads like a casual chat with friends, not professional APA style and mechanics for referencing used incorrectly or missing | Spelling, punctuation, and grammar errors distract or impair readability. The style of the paper is loose, almost casual, and not professional. APA style and mechanics for referencing used with many mistakes | The paper is clearly written with less than 4 errors in grammar, punctuation, and spelling. The style of the paper is clear, clean, and readable, and professional. APA style and mechanics for referencing are used mostly correctly. | The paper is written with less than 2 errors in grammar, capitalization, punctuation, and spelling. The style of the paper is professional. The candidate paid attention to what was said as well as how it was said. APA style and mechanics for referencing used correctly. |
