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Formative and Summative Assessment Plan

(Derived from Classroom Assessment for Student Learning, pg. 306)

Chapter/Topic(s)/Unit of Study: 5th Grade Writing

Time Frame: 9 Weeks (1 Grading Period)

Key:
S = Summative
FC = Check for Learning (Formative)
P = Practice (Formative)
O = Other (Formative)

Learning Targets Assignments and Assessments

5.8 The student will write for a variety

of purposes: to describe, to inform, to
Date Type Description
entertain, and to explain.
Daily FC/P: Writing For the students’ writing prompts, these will be done
a. Choose planning strategies for
Prompts daily as an assessment for learning and practice for
various writing purposes.
them to reach specific learning targets, which in this
b. Organize information. case is 5.8 a-f. A total of 40 writing prompts will be
c. Demonstrate awareness of the created and recorded.
intended audience.
d. Use precise and descriptive Every P: Peer/Self Every Friday, students will do self reviews that use the
vocabulary to create tone and Friday Reviews writing prompts they answered during that week. Also
voice. throughout the week, peer reviews will be conducted.
e. Vary sentence structure. This will give them another perspective of other people’s
f. Revise writing for clarity. writing and it can help them improve their own.
g. Use available technology to access
information. Every two S: Projects Students will periodically have papers to write in order to
weeks and Papers show their mastery of SOL 5.8. Although these are listed
as summative, there are four papers that are spread
throughout the marking period in order to show growth in
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their mastery.

5.9 The student will edit writing for correct

grammar, capitalization, spelling,
Date Type Description
punctuation, and sentence structure.
Weekly P: Homework Homework is typically used as practice, regardless of
a. Use plural possessives.
the subject and learning target.
b. Use adjective and adverb
comparisons. 1-2 times a FC: In-class In-class worksheets are great ways for teachers to
c. Identify and use interjections. week worksheets check for understanding of the learning targets. It also
d. Use apostrophes in contractions gives students a view of what is expected of them when
and possessives. they complete later summative assessments.
e. Use quotation marks with dialogue.
f. Use commas to indicate Every two FC: Quizzes Quizzes, just like the in-class assignments, act as an
interrupters and in the salutation weeks assessment for understanding. Also, like the papers,
and closing of a letter. these are done every two weeks to measure students’
g. Use a hyphen to divide words at understanding of the targets and their growth, and it will
the end of a line. prepare them for their big summative test at the end of
h. Edit for clausal fragments, run-on the unit.
sentences, and excessive
Final Day S: Test The final day is the day of the test, which is a summative
coordination.
assessment of all of the learning targets that the
students learned up to that point.

Behavioral Consequences for Late/Missing Work:

For students who are turning in work late or missing assignments, it’s important that they are held accountable. In-class
worksheets, writing prompts, and the peer/self reviews can be completed during morning work, rotations, centers, or part of an
entry/exit ticket, giving the students more than enough time to complete these assignments. In page 317 of Classroom Assessment
for Student Learning, a worksheet called “We Get It...You Were Busy” is provided for those students that are not turning in work in
a timely fashion. In doing this, students can allow themselves to be heard by the teacher and explain any of the circumstances that
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prevented them from completing an assignment, and it will allow the teacher to make any necessary accommodations that the
student needs to be successful. It can also give students a second chance at turning in work. As time goes on and a student
doesn’t get their work returned, the teacher can withhold certain privileges; for example, in a class that utilizes Class Dojo points,
instead of taking points away from that student, the opportunities that they have for earning those points can be limited (only when
it comes to turning in work, not for rewarding good behavior).

● Link to template: https://www.vertex42.com/ExcelTemplates/gradebook.html

● Determine a final writing grade for Taylor and Logan -- based on standards-based grading principles.
○ Taylor received a 83.3% = B, and Logan received a 81.8% = B-, with penalties he has a 66.4% = D+
● Explain how you calculated the grades.
○ These grades were calculated using a point system and a gradebook template (link provided above). I personally felt
that a point system would be much easier to calculate the percentage and the grade that each student would receive.
● Provide justification for why you made the decisions you did.
○ Writing prompts are 1 point a piece, making the weight 40 points for 40 prompts.
○ Homework is 10 points a piece, making the weight 90 points for 9 homework assignments.
○ In-class assignments are also 10 points a piece, making the weight 120 points for 12 assignments.
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○ The most recent paper and quiz was calculated in this gradebook (as mentioned in the textbook, the most recent
grades should be the ones that are counted for reporting to show growth).
● You must discuss why you chose to include (or not include) assessment scores; how the scores contributed to the final grade;
and the reasoning behind your decisions regarding Logan’s missing and late work.
○ The most recent paper and quiz was calculated in this gradebook (as mentioned in the textbook, the most recent
grades should be the ones that are counted for reporting to show growth).
○ For Logan’s work, I gave him a penalty of 39%. I added up the points he missed from his missing/late writing prompts,
homework, and papers (138 points) and divided it by the total he can earn from those specific assignments (350
points). From the 39%, it impacted his grade significantly and dropped his grade from a B- to a D+.
● Be sure to explain how your decisions reflect standards-based grading guidelines.
○ In this activity, a lot of my decisions for weighing assignments were directly correlated with the standards provided in
this assessment as seen on the first and second page of this document. Different work was classified by using the
standards that were given to us.
● Describe how your own ideas either align with, or depart from, standards-based grading principles.
○ My ideas somewhat align with standards-based grading principles is more ways than one. One of the guidelines listed
in the textbook include reporting all factors separately. As seen in my diagrams, even though the factors add up
together, each one is weighted differently in order to accurately grade student work, and all the grades reflect the most
recent achievement level of the student.
● Explain the grading philosophy you will use in your own classroom. For example, will you base grades on completion?; use
penalties for late work?; etc.
○ In my own classroom, I would want to reward hard work even if the answers are wrong. Effort is very important to me,
and if I at least see a lot of hard work and effort, I want to reward it. In terms of penalties for late work, I tend to go
easy on giving points off, but for this specific assignment, I was a little more strict because of the pattern of late or
missing work. I would also use the same “We Get It..You Were Busy” worksheet or something similar because it would
help me better understand my students and their lives outside of school. Ultimately, rewarding hard work, effort, and
timeliness is what I look for when grading.

4 - Got it! 3 - Getting 2 - Needs 1 - Not yet 0 - No

Criteria there practice attempt

Describes standard-based grading and corresponding practices X

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Applies standards-based grading principles/practices to X

determine student grades

Explains how a grading approach affects classroom decisions X

such as late work policies, homework and gradebook
organization as well the calculation of student grades

Articulates a grading philosophy based on sound grading X

principles