Running Head: REVISED BALANCED ASSESSMENT PLAN

Week Two Assignment

Revised Balanced Assessment Plan

Nermin H. Fialkowski

National University

AAL- 654 Quality Assessment for Student Learning

Doctor Lisa M. Sparaco

February 12th, 2019

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Definition of Assessment Literacy

Assessment Literate Educator

Assessment is identified as “the process of gathering evidence of student learning to

inform education-relation decisions” (Assessment Literacy Defined). An Assessment Literate

Educator (ALE) understands how to gather student data (evidence) and use it as the drive for

supporting and improving student learning and achievement (Assessment Literacy Defined).

This student data then gives justification to implement necessary instructional and learning

changes, so that learning outcomes and goals can be reached (Witte, R.H., 2010). To best

support student learning, an ALE must understand the basics of creating effective assessments,

since quality assessments produce quality (informed) instruction. For an ALE to create a high-

quality assessment, they must begin by setting and communicating clear and understandable

learning targets for students (Chappuis, J., Striggins, R., Chappuis, S. & Arter, J., 2012). First,

the purpose for assessment must be identified (student improvement, instructional program

improvement, student/teacher/system accountability, program evaluation, and prediction of

future performance/achievement), then the ALE can select an appropriate method for assessing

the learning targets. Ultimately, the ALE will then take the results of the learning targets and

make appropriate instructional decisions for individual and groups of students (Assessment

Literacy Standards). These characteristics of an ALE are the Five Keys to Quality Classroom

Assessment, as identified by Chappuis, J., Striggins, Chappuis, S. and Arter (2012): 1- Clear

purpose; 2- Clear targets; 3- Sound design; 4- Effective communication; 5- Student involvement.

An ALE also incorporates the Seven Strategies of Assessment for Learning into their

practice. These seven strategies are: 1- Provide students with clear and understandable learning

targets; 2- Use examples of strong and weak work (provide models); 3- Offer regular descriptive

feedback; 4- Teach students to self-assess and set goals; 5- Design lessons to focus on one
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learning target at a time; 6- Teach students focused revision; 7- Engage students in self-reflection

and let them keep track of and share their learning (Chappuis, J., Striggins, R., Chappuis, S. &

Arter, J., 2012). These practices are intended to be implemented as a form of formative

assessment in response to student learning that is happening on a daily basis.

Lastly, an ALE provides regular descriptive feedback to students (Chappuis, J., Striggins,

R., Chappuis, S. & Arter, J., 2012). Feedback to students is intended for supporting their

learning. It is a guide to how they can improve their learning (Assessment Literacy Defined).

This feedback should have a focus on revision (Chappuis, J., Striggins, R., Chappuis, S. & Arter,

J., 2012). The objective of feedback is to be purposeful, rather than providing students with a

numerical score value. Feedback should improve students’ attitudes, aspirations, mindsets, and

achievement (Assessment Literacy Standards). To take feedback one step further, an ALE

engages students in self-reflection while allowing them to share their learning. Student reflection

then ties high-quality assessments together with clear learning targets to form a union between

teaching and learning.

Personal Assessment Literacy Philosophy

Theoretical Philosophy

The word philosophy holds an immense connotative definition. In terms of Educational

Philosophies, it is a “statement (or set of statements) that identities and clarifies the beliefs,

values, and understandings of an individual or group with respect to education” (The Scots

College). An educator’s philosophy requires systematic and critical thinking about one’s

educational practice (MSAP 600- The Inspired Educator Developing and Educational

Philosophy).

The two main educational philosophies that drive me as an educator are Existentialism

and Progressivism. Existentialism “stresses the importance of the individual and emotional
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commitment to living authentically” (Authentic Educating, 2012). The emphasis is on personal

choice, where one’s choices and actions define who they are (Educational Philosophy: The

Intellectual Foundations of American Education). Progressivism has a focus on individual

development, placed on needs of students (MSAP 600- The Inspired Educator Developing and

Educational Philosophy).

A main focus in my classroom is the development of my students’ reasoning and critical

thinking skills. But before students can reason and think critically about the content, there must

be a connection to the topic. And in order for students to connect with the content, I must first

make a personal connection with them. Through the lens of Progressivism students need be an

active part of their education. This means incorporating students’ needs, experiences, and

interests (Study.com). A key component to creating engaging lessons is making content relevant

to students. “’One of the best ways for students to deepen their learning about a particular

concept or process is for them to see how it relates to their lives’ (Erwin, 2004, 90). If you want

students to remember what you teach, make it relevant (Jensen, 1995, 110)” (Sullo, 2013, p.

131).

I believe that my role as an educator is to help students figure out who they are. Jean

Paul Sartre’s view of Existentialism is that people define themselves by their personal choices

(Authentic Educating, 2012). Through education students become well informed and thus they

can make their own decisions to guide them into becoming the best version of themselves. My

classroom is a safe place where students can actively test their ideas by experimentation, whether

it be about their persona or content. Through this experimentation students learn by doing

(Cohen & Gelbrich, 1999). I hope to motivate my students to live authentically and be true to

themselves. My goal is for students to take their developed reasoning and critical thinking skills

from my class and apply it their lives by making appropriate life choices.
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I know that for students to be able to take their critical thinking skills and apply them to

their everyday lives, they first need practice, guidance, and support in self-reflection. As a

teacher, I can engage my students in self-reflection while allowing them to track and share their

learning. This additional support is Strategy 7 of Assessment for Learning (Chappuis, J.,

Striggins, R., Chappuis, S. & Arter, J., 2012). Additional support for critical thinking skills

comes from a sociocultural constructivist perspective, where:

Learners are seen as actively constructing knowledge and understanding through

cognitive processes within a social and cultural context; as building new knowledge on

what they already know; and as developing the metacognitive skills necessary to regulate

their own learning (Trumbull & Lash, 2013, p.4).

Then, through the use of clear learning targets, I can support my students in knowing how to

self-assess and set goals. And once students have learned how to self-assess, they can then

engage in peer review through a social and cultural context.

Beliefs About Assessment

Assessment is one of the most powerful tools an educator can use in the classroom.

When used appropriately and effectively, assessment is used to guide an educators’ instruction.

Through assessment, educators are able to answer the fundamental question of their teaching

practices, “Am I truly effective with my teaching and are my students learning what they need to

learn?” (Witte, R.H., 2010). The gathering student data (evidence) then gives the educator

direction in their instruction; it gives justification to implementing necessary instructional and

learning changes to ones’ instruction so that learning outcomes and goals can be reached (Witte,

R.H., 2010).

Assessment not only guides an educators’ instruction, it also guides student learning.

And an assessment would hold no value if feedback is not provided to students. Through this
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feedback, students will have tangible evidence whether or not they have met the learning targets

for the lesson. This feedback then supports students in their learning so that learning targets can

eventually be met. Although all students receive feedback, it is their emotional reaction to the

results that determines their response. Students should be able to understand their feedback and

results, know what to do next, and continue trying (Stiggins, 2014). Then students are able to

have productive responses to their assessment results, learning occurs. Through the use of

feedback, students also learn how to self-assess themselves. Self-assessment for students

includes reflection and goal setting (Assessment Literacy Standards) so that students can take

charge of their own learning success (National Task Force on Assessment Education). In

addition to numerical scores, feedback needs to be used as a way to improve students’ attitudes,

aspirations, mindset, and achievement (Assessment Literacy Standards).

Even if feedback is specific and descriptive, and the assessment is purposeful and

relevant, data results are meaningless if students begin with a negative attitude towards the

assessment. As soon as students determine that they are too “slow” or “stupid” to learn

something, all learning stops. The achievement gap of student success cannot be reduced if

students give up on themselves and stop the learning process (Stiggins, 2014). Students must be

able to self-identify as “winners” instead of “losers” so that they can be open to receiving a rich

curriculum with opportunities for critical reflection and analysis (Neuman, 2016). These student

beliefs usually arise when students do not know how to interpret feedback or know what the next

steps needed to reach the learning targets are- which ultimately leads to students giving up. That

is why it is important for educators to link assessment and student motivation together, as a way

for students to strive for academic success. Promoting academic success can be done through a

sense of self-efficacy, confidence, and accomplishment, where assessment can cause learning,
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not just measure it. “All students must be given the opportunity to believe that academic success

is within reach for them if they strive for it” (National Task Force on Assessment Education).

My students are assessed weekly through the use of either quizzes or tests, varying from

partner, group, or individual. These weekly formative assessments guide my instruction

throughout the week. They help keep me focused on the learning targets for each section and

student expectations. Then based on the results of the assessments, I am able to make

adjustments to my instruction for the beginning of next week; I plan my lessons based on

students’ prior knowledge, ability, and interests (Acosta-Teller et al., 2016). These weekly

formative quizzes may seem excessive, but they are not. Assessment for student learning is a

continuous process that should be happening minute-by-minute and day-by-day. It is continuous

cycle of diagnosing student needs, planning next steps in instruction, providing targeted practice,

and then offering students feedback (Chappuis, J., Striggins, R., Chappuis, S. & Arter, J., 2012).

Students should be involved with the assessment process from the beginning. Starting

with the learning targets and expectations. Assessment expectations are very different than

knowing what will be on the assessment. Students should then be involved in the scoring

process of the assessment. This includes understanding assessment scoring, such as rubrics.

And lastly, in tandem with feedback, students should engage in self-reflection with the ability to

track and share their learning (Chappuis, J., Striggins, R., Chappuis, S. & Arter, J., 2012).

Although having students be active participants in the assessment process is important, including

them in data discussions is a sensitive subject. The act of judging students’ achievement and

communicating test results can either, trigger emotional dynamics and prevent them from

progressing, or propel them into a powerful learning trajectory (AAL 654). Also, over sharing

data with students is not a strong motivator (Neuman, 2016). But before students can be taken

through the assessment process, the assessment must first be balanced and fair.
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Outside of being a balanced assessment, that accounts for various uses of question types,

assessment methods, and students’ language and culture, assessment must also demonstrate valid

interpretation of students’ ability and knowledge. The best way to support students in their

learning is through “curriculum-teaching.” Curriculum-teaching teaches to a body of knowledge

and/or a set of skills. The counter would be “item-teaching” which is also known as “teaching to

the test.” (Popham, 2001). Item-teaching is focused directly on individual/specific assessment

items. With item-teaching, students are coached through assessments with identical and/or clone

questions. With this additional coaching, students are provided with a stepladder during these

high-stakes exams, which ultimately leads to invalid and bias results of student’s knowledge and

ability. In terms of curriculum-teaching, teachers need to focus on a more comprehensive set of

understandings, which include building students’ background knowledge, being able to apply

current their knowledge, and extend student thinking (Neuman, 2016). Valid assessment results

should demonstrate students’ true comprehension skills.

The best way to implement curriculum-teaching to support student learning and

understanding is by having strong curriculum content that is aligned with the standards

associated with the high-stakes exams. These high-stakes exams and summative assessments

now match the increase rigor of the Common Core State Standards. As educators, the best

service that we can provide to our students is a true development of their knowledge,

understanding, ability, and skill. And to do this, educators must really study and identify their

content standards in order to identify and classify learning targets.

Although there is the physical component of an assessment, there is still an underlining

tone of culture and language that make an assessment fair. As noted by Trumbull and Lash

(2013):
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Students’ responses to formative assessments, which teachers expect to interpret as

evidence of students’ content knowledge or skill, maybe affected by students’ relative

familiarity with the forms and uses of language in the assessment task. For example, a

student may not understand the grammar (form) of a question or may lack the skills to

mount an evidenced-based argument (one use of language) to respond to the question

adequately. (p. 10)

This is especially true for English Language Learners. These students are not only learning a

new language, but learning new content in that new language; with different subject-matter

domains, in which students are learning how to use a new language as a way to learn and

demonstrate their learning (Trumbull & Lash, 2013). A students’ knowledge is comprised of

what's taught in school, their native intellectual ability, and their out-of-school learning (Popham,

1999) all which can account for a students’ intelligence, knowledge, and ability.

In the end, assessment is the bridge between teaching and learning. Student reflection

along with high-quality assessments, and clear learning targets form a union between teaching

and learning. Ultimately, high-quality assessments, produce quality (informed) instruction.

Beliefs About Teaching & Learning

My purpose as an educator is to help students develop their reasoning and critical

thinking skills. Through the use of mathematics, students learn that if they work hard and put in

their best effort they can succeed both in and out of the classroom. Having the ability to reason

abstractly and think critically will provide students with the independence needed for them to

come to their own conclusions about how to deal with difficult situations and the trajectory of

their own lives. During this process, I enjoy getting to know each of my students individually

and watching them reach their goals. I want my students to know that I am their biggest

supporter, and I only want them to succeed.

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Regardless of the type of assessment, formative or summative, assessment results are not

fully indicative of teaching and/or student ability. Assessment results do not fully reflect a

student as a whole. Many additional external factors can affect a student’s score that are not

truly reflective of their abilities and skills. Almost all assessments lack an emotional component

that consider the student as a whole. Additionally, assessment results are also not fully

indicative of a teacher’s ability, or educational quality. James Popham (1999) lists three

significant reasons as to the invalidity of associating educational quality to standardized

achievement test scores: test-mismatch (what is taught locally versus what is tested), elimination

of important test questions (meaningful comparisons among students are only from a small

collection of items), and confounded causation (which accounts for what's taught in school,

students’ native intellectual ability, and students’ out-of-school learning).

Because assessment results cannot be 100% reflective of a student’s or teacher’s ability,

it is imperative that assessment results be acted upon. Otherwise, this assessment data is useless

(ASCD, 2015). Using formative assessment in the classroom guarantees that something will be

done about students’ current level of understanding. Formative assessment is a process and a

continuous learning sequence that occurs during instruction. Some formative assessment

practices during this sequence include: diagnosing student needs, planning next steps in

instruction, giving students targeted practice, and offering feedback (Chappuis, J., Striggins, R.,

Chappuis, S. & Arter, J., 2012). The purpose of these practices to is to close the gap between a

learners’ current situation and where they want to be in their learning and achievement.

My teaching style is deeply rooted in my competence of Learner Literacy. At the top of

my list is creating a mentally and physically safe place for all my learners. This allows me to

create a nurturing environment that is rigorous and cognitively challenging for all learners

(Acosta-Teller et al., 2016). With a focus on learners as individuals, I am able to build

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relationships with them, where I can adjust my instruction to meet their needs and use their

background, experience, and prior knowledge as a way to create engaging lessons. The

Existentialism side of me “understands that the ultimate goal of teaching is to create

independent, life-long learners and teaches accordingly” (Acosta-Teller et al., 2016). The end

goal is for students to become self-sufficient learners. I want students to be able to self-reflect,

track and communicate their learning, in addition to being able to set goal and self-assess.

Ultimately assessment, formative or summative, is a key component of the educational

system. Assessment is used to demonstrate student learning. Without a form of assessment,

formative or summative, one cannot measure student learning. Formative and summative

assessments support and verify student learning, and without these assessment types, there is no

evidence as to confirm student learning. And because assessment is such a big part of student

learning, it is essential to communicate its importance to stakeholders. Educational stakeholders

refer to anyone who is invested in the welfare and success of a school and its students. Some

educational stakeholders include: students, teachers, administration, parents, and the community

(The Glossary of Education Reform).

In the end, my goals as an educator are those of an Inspired Teacher, where I foster my

students’ learning by allowing them to strive socially-emotionally, achieve academically, and

contribute positively to their communities.

Characteristics of an Assessment Literate Educator

• Accommodating • Monitoring
• Adaptive • Open-minded
• Analytical • Provides feedback
• Balanced • Reactive
• Classroom Culture • Reflective
• Consistent • Researcher
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• Creative • Responsive
• Diverse • Shares data with colleagues
• Engaging • Supportive
• Flexible • Systematic
• Good listener • Uses data to drive instruction
• Growth mindset • Uses models
• Inclusive • Uses various question types
• Inspiring • Writes clear learning targets in
• Knowledgeable (standard and content) student-friendly language

Assessment of Learning

Definition

Assessment of learning can also be identified as summative assessment. Summative

assessment is defined as “assessment information used to provide evidence of student

achievement for the purpose of making a judgement about student competence or program

effectiveness” (Chappuis, J., Striggins, R., Chappuis, S. & Arter, J., 2012). Summative

assessments take place after learning has occurred, in order to evaluate the sufficiency of

learning by measuring students’ learning to a learning target that is attached to a standard. The

purpose of summative assessments is to verify learning which is often used for reporting or

accountability.

Components Within My Classroom

Summative assessments in my classroom happen at the end of each unit (chapter). Each

unit is comprised of various section components. Unit sections are formatively assessed

throughout the unit as a way to monitor students’ learning towards the learning targets. But at

the end of the unit, students have a summative assessment to evaluate their mastery of the

learning targets. Units vary in length, but on average take about three to four week to complete.
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Most of the summative assessments in my classroom are free response questions; where

students have to show their work for each question in order to receive the maximum amount of

points. I also include multiple choice summative assessments in my classroom, and students

only receive credit per question if they arrive to the correct answer.

Summative assessments are evaluative of student learning and are assigned a grade (point

value) based on their mastery of the learning targets. My summative assessments in the

classroom are spiraled. Spiraled assessments include previous content material. For example, on

the summative assessment for Chapter 2, there is content from Chapter 1. Spiraled assessments

help reinforce content material and provide students with another opportunity to demonstrate

their mastery of the learning targets. If students are able to master and perform better on the

learning targets the second time around, then their previous summative assessment score is

replaced with the most recent one.

Spiraled assessments allow students to continuously communicate their content

knowledge and mastery of topics. The focus is on allowing students the opportunity to

demonstrate their mastery, even if they were unable to the first time. What matters is that they

were able to understand the content, students demonstrated their learning.

Additional summative assessments used in my classroom are Performance Tasks and End

of Course Exams. Both of these summative assessments and created by my school district, and

implemented by all like subject teachers. Performance Tasks are free response questions, while

End of Course Exams are multiple choice.

Assessment Results & Communication

Summative assessment results determine how much a student has learned about the

content material. Summative results judge whether or not students have met the learning targets,

that’s it. It is either a yes or a no; it provides no feedback on students’ abilities or progress.
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Receiving a score of 70% and up satisfies the condition of students having met the learning

targets. Anything below, qualifies as having not meeting the learning targets.

When grading free response assessments, I use positive reinforcement as my point

system. For example, a student might receive a score of +3/4, instead of a -1. I then add up all

points and convert to a score out of 100 points. Aside from using positive points, I do not

provide my students with much feedback on individual questions. I usually will mark if they

missed a negative sign, include arrows of where items needed to be plugged in, and any general

shapes of graphs. Most of my feedback is corrective, but it really does not support student

learning or help with their understanding. With multiple choice questions, students are provided

with even less feedback. The only information they receive is which questions they got

correct/incorrect. At the end of each summative assessment, I revisit the most missed questions

(content) with the class through the use of Warm-Ups questions

I am able to grade summative assessments in a timely manner, usually within three to

four days, but have a difficult time returning assessments back to students in a timely manner.

This class has shown me the value and importance of sharing assessment results with students; in

addition to communicating clear learning targets to students. I now know the importance of

targeted and specific feedback, and plan on incorporating it in my practice more often. Moving

forward, communicating assessment results with students will take precedence over starting a

new unit.

Assessment for Learning (in my classroom)

Definition

Assessment for learning can also be identified as formative assessment. Formative

assessment is defined as the “formal and informal process teachers and students use to gather

evidence for the purpose of improving student learning” (Chappuis, J., Striggins, R., Chappuis,
REVISED BALANCED ASSESSMENT PLAN 15

S. & Arter, J., 2012, p. 24). Formative assessment is a process and is a continuous learning

sequence that occurs during instruction. Some formative assessment practices during this

sequence include: diagnosing student needs, planning next steps in instruction, giving students

targeted practice, and offering feedback (Chappuis, J., Striggins, R., Chappuis, S. & Arter, J.,

2012). The purpose of these practices to is to close the gap between a learners’ current situation

and where they want to be in their learning and achievement. In order to close the learner gap,

teachers ask themselves a cycle of three questions: 1- Where is the learner now? 2- Where is the

learner going? and 3- How can I get them there? (Cambridge Assessment International

Education). To address these three questions during the formative process, there are seven

strategies teachers implement for formative assessments: 1- Provide students with clear and

understandable learning targets; 2- Use examples of strong and weak work (provide models); 3-

Offer regular descriptive feedback; 4- Teach students to self-assess and set goals; 5- Design

lessons to focus on one learning target at a time; 6- Teach students focused revision; 7- Engage

students in self-reflection and let them keep track of and share their learning (Chappuis, J.,

Striggins, R., Chappuis, S. & Arter, J., 2012). Ultimately, assessment for learning supports

student learning, which informs students and teachers about their progress towards the mastery

of the learning targets.

Components Within My Classroom

Formative assessments in my classroom are frequent and include both formal and

informal methods. Some formative assessments also require the use of technology. An example

of an informal formative assessment includes having students use a graphing calculator to

demonstrate their knowledge and understanding of transforming parent functions. Technology

usually provides students with immediate visual feedback on their assumptions. Another

informal formative assessment is having students describe a process for solving certain
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problems, including through oral communication. Once a week, every Friday, students have a

formal formative assessment. On Friday’s students have a quiz on the content from that week.

The purpose of the quiz is check and monitor students’ progress towards the learning targets.

The quiz results let me know what areas students need additional support in, in order to reach the

learning targets. I assess (formatively) weekly, as a way to continuously support student learning

and inform my instruction aligned with the learning targets. These formal formative assessments

are in preparation for students demonstrating their knowledge of the learning targets during a

summative assessment.

Assessment Results & Communication

Formative assessment results are used to monitor my instruction. Based on student

results, I am able to modify, supplement, and adjust my instruction as needed to best support my

students in meeting the learning targets. Assessment results provide me with a snapshot of

students’ learning and understanding at that moment. These results go beyond “Have students

met the learning target?” The focus is on “Where is the students’ progress towards the learning

targets?” Because even if a student has yet to meet the learning target, I am still provided with

information about their knowledge. These assessments results provide me with valuable

information, such as: common misconceptions, most missed ideas, and clarify what students are

able to do well. Formative assessment results answer the questions of “Where is the learner

now?” And modifying my instruction answers “How can I get them there?”

My formal formative assessments (quizzes) are always free response. I continue to use

positive reinforcement as my point system, as I do for my summative assessments. Because

these assessments are shorter in length than summative assessments, I have more time to provide

more feedback to my students. In addition to providing the same feedback as summative

assessments (marking negative signs, arrows for items that need to be plugged in, and graphs), I
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include the next steps in the process, and clarifying questions. I believe what I currently do now

as formative feedback supports student learning but does not really help with their understanding

of the content. Lastly, I go over with the entire class the biggest misconception and most

common mistake students have about the content material.

Assessment for Learning (in my school/district)

Definition

Assessment for learning can also be identified as formative assessment. Formative

assessment is defined as the “formal and informal process teachers and students use to gather

evidence for the purpose of improving student learning” (Chappuis, J., Striggins, R., Chappuis,

S. & Arter, J., 2012, p.24). Formative assessment is a process and is a continuous learning

sequence that occurs during instruction. Some formative assessment practices during this

sequence include: diagnosing student needs, planning next steps in instruction, giving students

targeted practice, and offering feedback (Chappuis, J., Striggins, R., Chappuis, S. & Arter, J.,

2012). The purpose of these practices to is to close the gap between a learners’ current situation

and where they want to be in their learning and achievement. In order to close the learner gap,

teachers ask themselves a cycle of three questions: 1- Where is the learner now? 2- Where is the

learning going? and 3- How can I get them there? (Cambridge Assessment International

Education). To address these three questions during the formative process, there are seven

strategies teachers implement for formative assessments: 1- Provide students with clear and

understandable learning targets; 2- Use examples of strong and weak work (provide models); 3-

Offer regular descriptive feedback; 4- Teach students to self-assess and set goals; 5- Design

lessons to focus on one learning target at a time; 6- Teach students focused revision; 7- Engage

students in self-reflection and let them keep track of and share their learning (Chappuis, J.,

Striggins, R., Chappuis, S. & Arter, J., 2012). Ultimately, assessment for learning supports
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student learning, which informs students and teachers about their progress towards the mastery

of the learning targets.

Components Within My System

Within my Professional Learning Community (PLC), of teachers who teach the same

subject at my school, we implement Common Formative Assessments (CFAs). Our CFAs are

created together, to assess student learning and understanding of the content material.

Unfortunately, even though we create common “formative” assessments, they are actually

summative assessments. Our CFAs are summative because they are given after learning has

occurred, in order to evaluate the sufficiency of learning by measuring students’ learning to a

learning target. The purpose of the CFAs is to make a judgement about students’ competence,

and then adjust teaching and instruction so that students still have the opportunity to meet the

learning targets. But unfortunately, this happens too late. Instead, we should be monitoring our

instruction while students are still learning the content, as it should be for a true formative

assessment.

Taking this class has helped me truly understand what it means to be a formative and

summative assessment. My goal is to take this information back to my PLC and restructure our

plan of CFAs to truly reflect that of a formative assessment.

Assessment Results & Communication

After implementing a CFA, each teacher in the PLC gathers their own data, and shares

with the entire group. Together we look at student data to analyze the most missed questions and

common misconceptions. Student data is meant to drive teacher instruction. Based on the CFA

results, teacher instruction is modified and adjusted to help support students in meeting the

learning targets (which they were unable to meet on the CFA). Students will then have another
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opportunity to demonstrate their knowledge of the learning targets, during the next CFA which is

spiraled.

In order to effectively gather, compare, and analyze student data, CFAs are multiple

choice questions. Unfortunately, with multiple choice questions, students are provided with little

feedback. The only information students receive is which questions they got correct/incorrect.

Using multiple choice questions are not very helpful for students in identifying their areas of

improvement, in terms of target types which include: knowledge, reasoning, skill, product, and

disposition.

Gap Analysis

What Needs to be Changed or Improved to Create a More Balanced Assessment System?

First, we need to establish what makes a balanced assessment. A balanced assessment is

both formative and summative. “A balanced assessment system serves a variety of purposes,

uses a variety of measures and meets the information and decision making needs of all

assessment users and the classroom building and district levels” (Chappuis, Commondore, &

Striggins, 2017). In creating a high-quality balanced classroom assessment there are five keys:

1- Clear purpose; 2- Clear targets; 3- Sound design; 4- Effective communication; 5- Student

involvement. “Effective Instruction Begins with Purposeful Assessments” by Cobb (2013)

differentiates between assessment and evaluation. Assessment is both diagnostic and formative.

Evaluation is a summation and is used upon completion of instruction; it is the final analysis of

instruction and assessment. Cobb gives three recommendations to change the approach of

assessment: 1- Make assessments useful for students and teachers; 2- Follow corrective

instruction; 3- More than one opportunity to demonstrate success. In reference to a balanced and

effective assessment, Cobb also suggests: creating time frames of assessment, establishing

vertical teams, talking about assessments with colleagues, gathering baseline data, working with
REVISED BALANCED ASSESSMENT PLAN 20

data, and planning the next steps. Additionally, Cobb describes the reciprocal relationship

between curriculum, assessment, and instruction.

One of the biggest improvements that needs to happen with creating and implementing

balanced assessments in the classroom, needs to happen in the classroom. The change needs to

start with the teacher. Much of classroom assessment is not understood because there is a lack of

assessment literacy (Gewertz, (2015). Teachers are not provided with the “preparation in how to

create quality classroom assessments or how to communicate with others about the achievement

of their students using either test scores or report card grades” (Striggins, 2014, p.2). As stated

by Striggins (2014), societies chronic assessment problems are due a widespread lack of training

and understanding of sound assessment practices. This lack of knowledge and training effects

all: teachers, principals, district leaders, and state education leaders. Having the proper training

and knowledge of assessment is what will help minimize the achievement gap. As stated by

Dylan Wiliam “in order to improve education achievement, we have to improve teacher quality.”

One other thing educators must understand is the students’ view point of assessment,

especially their emotional standpoint. “Our testing practices are in crisis. They are currently

doing as much harm as good for student learning” (Striggins, 2014, p.2). Students are over

tested, both with high-stakes and classroom assessments. “Traditional testing practices in the

United States are based on instructional and motivational principles that cause many students to

give up hopelessness and accept failure rather than driving them toward academic success”

(Striggins, 2014, p.3). In creating a balanced assessment, it is important for students to believe

that success is within reach if they try (Gewertz, 2015). It is important for educators to link

assessment and student motivation together, as a way for students to strive for academic success.

Promoting academic success can be done through a sense of self-efficacy, confidence, and

accomplishment, where assessment can cause learning, not just measure it. “All students must
REVISED BALANCED ASSESSMENT PLAN 21

be given the opportunity to believe that academic success is within reach for them if they strive

for it” (National Task Force on Assessment Education).

For students to believe that success is within reach, a Growth Mindset is needed.

Through the lens of a Growth Mindset students learn that their mathematical skills and abilities

can be built. It demonstrates how well students are able to cope with challenges and difficulties.

Their focus then becomes on the progress made by getting better, versus performance outcomes

(Ragan, 2016). Rewards of a growth mindset focus on effort, strategy, and progress. Through

this system, students become more engaged over longer periods of time, and builds perseverance

(TedxTalks, 2014). Assessment systems then should reflect the purist of true understanding and

learning, rather than that of good grades (Striggins, 2014).

The four keys to a growth mindset are: effort, challenges, mistakes, and feedback (Ragan,

2016). These four keys are main concepts of my classroom and teaching. I want to make sure

that all my students give their best effort and work hard in my class, not just to complete the task

at hand, but to understand that they can apply their effort and hard work to any situation. In the

end, it is people’s mindsets that play a crucial role as to why some people succeed and others do

not, even when they are equally as intelligent (Ragan, 2016); it is the process of hard work,

effort, and perseverance.

Communication Plan

Assessment Information Communication & Delivery to Stakeholders

The purpose of going to school is to get an education, which places the focus of school on

student learning. Assessment then plays an important part in student learning, because

assessment is what is used to measure student learning. Without a form of assessment, either

formative or summative, one cannot measure student learning. Formative and summative

assessments support and verify student learning, and without these assessment types, there is no
REVISED BALANCED ASSESSMENT PLAN 22

evidence as to confirm student learning. And because assessment is such a big part of student

learning, it is essential to communicate its importance to stakeholders.

Educational stakeholders refer to anyone who is invested in the welfare and success of a

school and its students. Some educational stakeholders include: students, teachers,

administration, parents, and the community (The Glossary of Education Reform)

Below is a list of assessment information that needs to be communicated to stakeholders,

along with its delivery.

Communication of Assessment Delivery of Assessment

Information Information
Students • Distinction between formative & • Prior to instruction in the
summative assessments classroom
• Purpose of assessment
• Clear learning targets • During instruction in the
• Models of strong and weak work classroom
• Know how to read and respond
to feedback • Taught continuously throughout
the school year
Teachers •
Purpose of assessment • Prior to instruction in the
•
Clear learning targets classroom
•
Classification of learning targets
•
Assessment methods • Do continuously throughout the
•
Give descriptive and specific school year
feedback
Parents • Frequent communication of • Email, phone calls, and online
students’ progress towards gradebook
mastery
• Assessment results communicate • Parent meetings
level of mastery
• Know how to read grade reports
• Assessment results are not fully
indicative of teaching and/or
student ability
Administration • Purpose of high-stakes exams • State intentions- share with staff
• Results of high-stakes exams at meetings
REVISED BALANCED ASSESSMENT PLAN 23

• Assessment results are not fully • State results- share with staff at
indicative of teaching and/or meetings
student ability
• Available resources for
struggling students
Community • School’s average high-stakes • California Dashboard
exam scores
• Graduation rates
• Available resources for • School site and parent meetings
struggling students
• Alternative education programs

Formative Assessment Action Plan

Description of Practice

Currently my students are assessed weekly. Most of the time these assessments are

weekly quizzes, which provide students with the opportunity to demonstrate their learning of the

week. These weekly assessments also allow me to monitor student learning and identify any

knowledge gaps, misconceptions and/or learnings. I use these assessments to adjust and inform

my instruction, based on students’ progress towards the learning targets of the lesson(s). The

weekly assessments vary in type, from individual, partner, or group; with options of open notes

and no notes. Students are always allowed a calculator (including graphing) and access to

Desmos.com, which is an online graphing calculator. The large majority of assessments in my

classroom are free response. Using free response works well in my math classroom because it

allows me to clearly see my students’ thought process. By being able to see my students’

thought process, I can grade on a point system and give them partial credit based on their work.

Each problem varies on their own point system and students are graded accordingly

based on the correct answer and process. I grade on a positive reinforcement system, which

means students will see “+2/3” instead of a “-1.” But unfortunately, my feedback doesn’t do

much else outside of informing students of their score. Even though students see “+2/3” it rarely
REVISED BALANCED ASSESSMENT PLAN 24

is followed up with any commentary; there may be a few arrows to show students what needed

to be plugged in, or if they missed negative sign. Most of my feedback is only indirect corrective

feedback, where I identify the error but not the correction (Frey & Fisher, 2011). I do provide

feedback on the process of the task, but as a whole class. When assessments are passed back to

students, I go over the answer key and address the most missed questions, in addition to the

common misconceptions/mistakes. During the whole class process, I “understand the processes

students need to use, [and] provide feedback and scaffold students’ use of those processes” (Frey

& Fisher, 2011, p.65).

The feedback I provide my students needs to build new learning and demonstrate a

transfer of knowledge, in order to validate new learning. In order for this to be possible, the

feedback I provide my students needs to go beyond indirect corrective feedback. My feedback

needs to be more specific (in terms of the processes of the task). But most importantly, my

feedback needs to be actionable.

Purpose & Rational

In creating a Formative Assessment Action Plan for my students, my intentions are to:

“1- Determine the current state of student learning/understanding, with action taken to improve

learning/correct misunderstandings; 2- [Provide] descriptive feedback, with guidance on how to

improve, during the learning; 3- Development of student self- and peer-assessment skills”

(Chappuis, Striggins, Chappuis, & Arter, 2012, p. 23). The whole point of formative assessment

is to support student learning, with the purpose of improving student learning. Through

formative assessment practices, I am able to diagnose student needs, plan the next steps in my

instruction, give them targeted practice, and then provide them with feedback. These practices

support the continuous instructional cycle of: 1- Where is the learner now? 2- Where is the

learner going? 3- How can I get them there? (Cambridge Assessment International Education).
REVISED BALANCED ASSESSMENT PLAN 25

These three questions are tied to Frey and Fisher’s three components of formative assessment:

feed-up, feedback, and freed-forward. Feed-up provides students with a purpose and lets them

know how they will be assessed. Feedback provides students with information on their success

and needs. And feed-forward guides student learning based on performance data (Frey & Fisher,

2011). These three components promote high-quality instruction that focuses on closing the gap

between what students know and what is expected of them.

One first components of formative assessment is having clear learning targets. It is those

clear learning targets that provide students with a plan and purpose of their learning; which is the

first step in motivating students. Ultimately, it is the feed-up process that involves students in

the learning process, in the first place. But the most important part of the entire Formative

Assessment Action Plan is the feed-forward process. Feedback is not effective or useful, if it

does not promote student action, which leads to learning. Feedback needs to be timely, specific,

understandable, and actionable (Frey & Fisher, 2011). When students are able to act upon their

feedback, they are able to correct and expand their knowledge. These action steps are what

solidify student learning.

Elements

Elements of my Formative Assessment Plan include: introductory videos, class notes,

interactive activities using Desmos and graphing calculators, homework, a differentiated learning

assignment, and a quiz. The interactive activities, the differentiated learning assignment, and

quiz serve as formative assessments that will allow me to monitor student learning and adjust my

instruction based on students’ progress towards the learning targets, in preparation for their

summative assessment. Through these formative assessments, I will be focusing on providing

students with specific, descriptive, and actionable feedback.

REVISED BALANCED ASSESSMENT PLAN 26

Interactive Activities

1. Desmos Activity: Limits & Continuity

https://teacher.desmos.com/activitybuilder/custom/574de5cdab71b5085a2aad42
2. TI-Nspire Activities
a. Basic Limits
https://education.ti.com/en/timathnspired/us/detail?id=CC9F89F49B89439993768B40FC
9CFEBF&t=5E2A88F117944527ACAEC97F6BF4FEB3
b. Limits of Functions

https://education.ti.com/en/timathnspired/us/detail?id=62B8E853318D482CA6BBF2C8

C729D28F&t=5E2A88F117944527ACAEC97F6BF4FEB3

Differentiated Learning Assignment

1. Students will create their own piecewise graphs (like below) and pose various questions
about the graph. Students will then quiz their classmates on the answers.

𝑓(−1) 𝑓(1) lim 𝑓(𝑥) lim 𝑓(𝑥) lim 𝑓(𝑥) lim 𝑓(𝑥) 𝑓(−4)
)→+ )→- )→.- )→./

2. Students create their own graphs based off given limits and values
Some examples include:
• Sketch a function 𝑓(𝑥) defined for all 𝑥 such that: lim 𝑓(𝑥) = 3, lim5 𝑓(𝑥) = 4,
)→1 )→4

lim 𝑓(𝑥) = 2
)→46

• Sketch a function with the property that 𝑓(𝑎) exists but lim 𝑓(𝑥) does not exist.
)→9

• Sketch a function with the property that lim 𝑓(𝑥) exists but 𝑓(𝑎) does not exist.
)→9

• Sketch a function with the property that 𝑓(𝑎) exists and lim 𝑓(𝑥) exists but
)→9

lim 𝑓(𝑥) ≠ 𝑓(𝑎).

)→9
REVISED BALANCED ASSESSMENT PLAN 27

Formative Assessment Quiz

1.) Evaluate the following limits. If the limit does not exist, explain why.
) ; <4 4) = ./) ; <).> ?) = <4
a. lim b. lim c. lim
)→- ) = .+ )→.- ) ; <?)<4 )→.- .@) = <A

𝟏
2.) Given 𝒇(𝒙) = 𝒙.𝟑 + 𝟐 sketch the graph, then evaluate the accompanying limits.
a. Graph the function of 𝑓(𝑥) b. lim 𝑓(𝑥)
)→-

c. lim6 𝑓(𝑥)
)→?

d. lim 𝑓(𝑥)
)→?

e. lim 𝑓(𝑥)
)→>

𝒙𝟑 + 𝟐𝒙 − 𝟏 𝒇𝒐𝒓 𝒙 ≤ 𝟏
3.) Given 𝒇(𝒙) = H .𝟒𝒙<𝟕 evaluate the following limits.
𝒙<𝟏
𝒇𝒐𝒓 𝒙 > 𝟏
a. lim 𝑓(𝑥) b. lim 𝑓(𝑥) c. lim 𝑓(𝑥)
)→.4 )→+ )→?

7.) Given the piecewise function f (x) shown below, evaluate the following expressions.
a. lim 𝑓(𝑥) b. lim 𝑓(𝑥)
)→.- )→-

c. lim6 𝑓(𝑥) d. lim5 𝑓(𝑥)

)→@ )→@

e. 𝑓(−3) f. lim 𝑓(𝑥)

)→.?
REVISED BALANCED ASSESSMENT PLAN 28

Feed-Up

Clear Learning Targets*

*Learning Targets are “Lesson Objectives” as identified in CPM Textbook (https://cpm.org/pct/)

Section 5.2.1 5.2.3 5.2.4 5.2.5

Learning Students will: Students will: Students will: Students will:
Target
a. Develop an a. Understand a. Be introduced a. Find limits of
intuitive idea the necessary to a broader piecewise
of a limit conditions for definition of functions
a limit to exist horizontal
b. Interpret limit asymptotes b. Represent
statements b. Practice PQR ())
lim )
written with finding limits b. See and use )→1
geometrically
proper the formal
notation c. Predict limits definition of c. Explore the
from tables continuity limits of 2
specific trig
functions

Classification a. Knowledge a. Reasoning a. (?) a. Skill

(w/K) (w/K & R)
b. Reasoning b. Knowledge
(w/K) b. Skill b. Product
(w/K & R) (w/K & R)

c. Reasoning c. Knowledge
(w/K)

The student outcomes (as identified in CPM) for this Unit, Chapter 5 Section 2 are:

• Students will look at limits from several perspectives including geometry, graphs, tables,

and algebra.

• Students will study the formal definition of continuity

With the predominate Learning Target classifications as Knowledge and Reasoning, along with

the student outcomes, this Unit’s intentions are for students to have conceptual understanding,
REVISED BALANCED ASSESSMENT PLAN 29

procedural knowledge, knowing by reference; and for them to be able to make inferences,

analyzations and evaluations for limit values of various functions including graphically, and

algebraically (Chappuis, J., Striggins, R., Chappuis, S. & Arter, J., 2012).

Method of Assessment

The Learning Targets are to be assessed formatively first, before students are to be

summatively assessed.

Through formative assessments students will work through interactive activities that

build on the intuitive approach of limits, along with the definition of continuity (Limits and

Continuity). Students will also use TI-Nspire Graphing Calculators to explore the basics of

limits given a graph and numerically given a function. During the differentiated learning

assignment, students will create their own piecewise graphs that satisfy certain criteria (limits

and values). Students will then pose their own questions about their graph to quiz their

classmates. Lastly, students will then have a formal formative assessment, a quiz, that covers all

the current content.

During the interactive activities, students will informally evaluate limits, including one-

sided, provide visuals, and explain their reasoning for a function being continuous. Students will

also use graphs and algebraic substitution to evaluate limits of various functions. With the

differentiated learning assignment, students will put their knowledge together of knowing how

functions behave given certain limit and value criteria. Students will then create their own

piecewise function given the criteria, while forming their own questions about their graph to

assess their peers. Lastly, is the formative assessment quiz. This formative assessment quiz is

free response. This assessment has students explain and support their reasoning for how they

concluded the limit of a function, even when the limit does not exist. Students are to
REVISED BALANCED ASSESSMENT PLAN 30

demonstrate their knowledge of knowing how to graph a rational function (background

knowledge), while identifying various limit values (including one-sided and at infinity).

All of these formative assessment forms has students applying the formal definition of

continuity, as well as the definition of a limit, in order to evaluate limits both graphically and

algebraically.

Feedback

Within my Formative Assessment Action Plan, feedback is a powerful way to improve

student achievement (Frey & Fisher, 2011). Providing students with meaningful information

concerning their progress and how to improve is the goal of my Formative Assessment Action

Plan. The goal is that the feedback I provide my students with will be timely, specific,

understandable, and actionable- otherwise, feedback is ineffective and useless (Frey & Fisher,

2011).

Interactive Activities

During the interactive activities, most of the feedback provided to students will be done

orally. Because these tasks are explorative, the feedback provided to students is focused more

about the process of the task instead of the actual task itself. As the students work through the

various interactive activities, self-regulation feedback will be provided as needed. The feedback

provided to the students will guide them towards meeting the learning targets.

Differentiated Learning Assignment

Students will be provided a rubric that includes both components of the assignment:

creating a piecewise graph given certain criteria and posing questions for their peers based off

their graph. As students answer each others’ questions about their piecewise graphs, they will be

providing their peers with feedback about how efficient their graphs are.
REVISED BALANCED ASSESSMENT PLAN 31

Differentiated Learning Assignment Rubric

1 3 5

Graph Student makes an Graph meets some of Graph satisfies all

Creation attempt at creating a the given criteria given criteria
Quality
piecewise graph that
satisfies the criteria

Questions Includes at most three Includes at most five Includes at least

Quantity

for Peers questions questions seven questions

All questions are of the Questions types are Question types are
same type (limit or not balanced. More balanced. Equal
Quality

value) of one type (limit or amount of each type

value) (limit and value)

Formative Assessment Quiz

Feedback provided to students will be communicated through positive reinforcement,

such as “+2/3” instead of “-1.” Feedback will also be descriptive so that not only can students

identify their mistakes but know how to rectify them. The feedback on students’ quizzes will

guide them on the next steps of their learning process. Most of this feedback will be done

through comments. Additional feedback not presented on students’ quizzes will be done with

the whole class. I will go over the answer key with the class as a whole, where I will address the

most missed questions and common misconceptions. I will also review with students the point

system for each question.

REVISED BALANCED ASSESSMENT PLAN 32
REVISED BALANCED ASSESSMENT PLAN 33

The goal of feedback is to bridge the gap between what students know and what is expected of

them. The bridge for this gap is built by feed-forward instruction, where student learning can

increase (Frey & Fisher, 2011).

Feed-Forward

Feedback is meaningless, if not acted upon. The act of following up on feedback can

only happen through the use of feed-forward. Feed-forward instruction occurs after the teacher

has checked for understanding. Through this process, students recognize where they are in their

learning and identify where they need to go next in order to meet the learning targets.

As students complete their first interactive activity (Limits and Continuity), I will be

looking for where the majority of students’ intuitive understanding on finding limits is. From

there I am able to bring their focus on limits being y-values of a function. I can bring together

that the existence of a point is irrelevant for a limit to be possible. What matters is what the

function approaches (y-value). As students work through the other two interactive activities (TI-

Nspire), they will take their knowledge from the first interactive activity and apply concepts of y-

values to functions, both graphically and algebraically.

During the differentiated learning assignment, I will be looking for students to understand

that 𝑓(𝑎) does not have to equal lim 𝑓(𝑥). Yet when talking about continuity, 𝑓(𝑎) does have to
)→9

equal lim 𝑓(𝑥). If students have yet to meet this learning target, I will address this issue by
)→9

using direct explanation and modeling to demonstrate the definition of continuity and how to

evaluate one-sided limits.

I anticipate students struggling on finding limits algebraically. In order to address this

issue, I will use background knowledge on evaluating functions for students to practice

evaluating limits algebraically. And I will then make the connection that evaluating functions

for certain x-values, produces the y-value, which is what a limit is.
REVISED BALANCED ASSESSMENT PLAN 34

Techniques, Strategies & Tools

The following is a list, presented in alphabetical order, of techniques, strategies and tools that

will be implemented during my Formative Assessment Action Plan:

• Background knowledge prompts

• Desmos.com

• Gradual Release of Responsibility

• Graphing Calculators

• Models of strong & weak work

• Peer feedback

• Rubrics

• Questioning

• Think-pair-share

• Think-write-talk-write

• Videos

Assessment Plan

My Formative Assessment Action Plan would qualify as successful and effective, if

students are able to make progress towards the learning targets. In order to hold myself

accountable for creating an effective Formative Assessment Action Plan, I will follow the Keys

to Quality Classroom Assessment and the Seven Strategies of Assessment for Learning

(Chappuis, J., Striggins, R., Chappuis, S. & Arter, J., 2012). The Five Keys to Quality

Classroom Assessment are: 1- Clear purpose; 2- Clear targets; 3- Sound design; 4- Effective

communication; 5- Student involvement. The Seven Strategies of Assessment for Learning are:

1- Provide students with clear and understandable learning targets; 2- Use examples of strong

and weak work (provide models); 3- Offer regular descriptive feedback; 4- Teach students to
REVISED BALANCED ASSESSMENT PLAN 35

self-assess and set goals; 5- Design lessons to focus on one learning target at a time; 6- Teach

students focused revision; 7- Engage students in self-reflection and let them keep track of and

share their learning.

The most obvious way to determine if my Formative Assessment Action Plan is effective,

is if students score a passing grade (19/27 points = 70%) on their formative assessment quiz. But

students must make progress throughout the entire Unit. In addition to using the formative

assessment quiz, I will also be monitoring students throughout their interactive activities and

differentiated learning assignment.

During the interactive activities, students can demonstrate progress towards learning

targets by building on and solidifying how to find limits. Students will take the intuitive idea of

how to find a limit and apply it to the y-value of a function. The existence of a point is irrelevant

for a limit to be possible. What matters is what the function approaches. 𝑓(𝑎) does not have to

equal lim 𝑓(𝑥). These interactive activities allow students to demonstrate their understanding of
)→9

how to find limits both from a graph and algebraically. Through one-sided limits and vertical

asymptotes students will be able to make conclusions about a function’s behavior at undefined

values. In the end, students will be able to make conclusions about a functions’ graph and its

behavior even though a visual is not provided.

I will be able to determine if students are making progress towards the learning targets if

they are able to use academic language as they describe the characteristics of their piecewise

graphs during the differentiated learning assignment. As well as having students correctly satisfy

the criteria needed for creating their piecewise graphs. In addition to, correctly evaluating limits

of their peers’ piecewise functions. This differentiated learning assignment will demonstrate

students’ internalization about how find limits at various values. Students understand that 𝑓(𝑎)

does not have to equal lim 𝑓(𝑥). Yet when talking about continuity, 𝑓(𝑎) does have to equal
)→9
REVISED BALANCED ASSESSMENT PLAN 36

lim 𝑓(𝑥). Students will be able to independently find the solutions to 𝑓(𝑎) and lim 𝑓(𝑥),
)→9 )→9

algebracially and graphifically. Students will then make the final conclusion if a function is

continuous based on 𝑓(𝑎) = lim 𝑓(𝑥). In the process of finding 𝑓(𝑎) and lim 𝑓(𝑥) students
)→9 )→9

will be able to describe important features and charateristics of functions even though they may

be discontinuous, or hold no value/existence.

Implementation & Timeline

Interactive Activity: 5.2.1: Intro to Limits Interactive Activity:

Desmos- Limits & (2 Days) TI-Nspire- Basic Limits
Continuity (1 Day)
( 1Day)
•Build intuitive •Class notes on intuitive •Finding limits given a
approach for fidning approach of limits graph
limits and definition of •Definition of One- •Including one-sided
continuity Sided Limit
•Homework 5.2.1

Classwork: Limits 5.2.3: Working with One- Finding Asymptotes

(1 Day)
•Graph parent
functions on own
based on prior
knowledge to find
limit
•Graph functions
(rational) using
Graphing Calculator or
Desmos to find limit
Sided Limits (1 Day)
(2 days)
•Build intuitive •Vertical Asymptote
approach for fidning •Horizontal Asymptote
limits and definition of •Slant Asymptote
continuity
•Definition of Limit
•Using tables to find
limits
•Find limits of rational
functions (including
reciprocal
REVISED BALANCED ASSESSMENT PLAN 37

Interactive Activity: 5.2.4: More on Limits Classwork: Limits of

TI-Nspire- Limits of (1 Day) Piecewise Equations
Functions •Formal Definiton of (1 Day)
Continuity •Checking limits from
(1 Day) both sides
•Numerically and •Homework:
Asymptotes of •Sketching own
algebraically find limits function based on
of functions Rational Functions
given limit values

5.2.5: Piecewise Differentiated Learning Formative Assessment

Functions and Limits Assignment Quiz
(2 Days) (1 Day) (1 Day)

•Create own piecewise •Limits at infinity

•Finding various limits graph and limits •Rational functions
at different values, questions •Limit of rational
and sides, of piecewise •Quiz peers functions
functions •Limit of piecewise
•Creating own limit functions
statements based off •Graph
piecewise graphs
•Equation
•Finding limits of
rational functions with
a 0 in the quotient.
REVISED BALANCED ASSESSMENT PLAN 38

Resources

Acosta-Teller, E., Amador-Lankster, C., Anderson, L., Crow, N., Dickenson, P., Elder, D.,

Fabry, D., Gilbert, S., Karell, D., Reynolds, T., & Tolbert, D. (2016). The Inspired

Teacher and Seven Literacies Defined. Abstract retrieved from ATP 600: The Inspired

Educator

Assessment Literacy Defined. National Task Force on Assessment Education. [PDF].

Retrieved from: https://www.assessmenteducation.org/wp-content/uploads/Assessment

Literacy-Definition.2017.01.25.pdf

Assessment Literacy Standards. Michigan Assessment Consortium.

Authentic Educating. (2012). Education Philosophy Inventory Results. Retrieved from

http://www.authenticeducating.com/education-philosophy-inventory/process.php

Cambridge Assessment International Education. What is Assessment for Learning? Retrieved

from: https://cambridge-community.org.uk/professional -development/gswafl/index. html

Chappuis, S., Commondore, C., & Striggins, R. (2017). Balanced Assessment Systems:

Leadership, Quality, and the Role of Classroom Assessment. Thousand Oaks, CA: Corwin

Chappuis, J., Striggins, R., Chappuis, S. & Arter, J. (2012). Classroom Assessment for Student

Learning: Doing it Right- Doing it Well (2nd ed.). Boston, MA: Pearson Education, Inc.

Cobb, C. (2003). Effective instruction begins with purposeful assessments. (Speaking to

Administrators and Reading Specialists). The Reading Teacher, 57(4), 386-388.

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