Formative Assessments

Lauren Sheehan
Content- Language Arts

Standard- RI.1.7 Use the illustrations and details in a text to describe its key ideas.

Learning Objective- When participating in a classroom read aloud, TSW use the illustrations and key
details, by correctly discussing the main idea of the text.

Description of assessment- The students were assessed on their ability to use illustrations and key
details to describe the main idea of a text. The teacher would hold up one illustration from the text at a
time, and the students had to discuss that illustration. One table of students were assigned to talk about
one illustration. There were 5 tables and 5 illustrations. All the illustrations were pictures of goods. The
students had to explain where you could buy that good, where it came from, and if they have ever
bought that good at the store with their family. Each student at the table had to participate in this
discussion.

Rationale- Earlier in the lesson students listened to a read aloud for the Panorama book “How Goods Are
Made”. During the reading, there were multiple points where I stopped reading to discuss the important
parts of the book. After reading, the students drew a picture of something in the book that caught their
eye. All these small activities throughout the lesson lead up to this assessment. This assessment helped
me recognize which students could use illustrations from the text to describe its key details, which is part
of the standard. The way each student used their academic language to discuss the text, proved to me
which students understood the main idea of the reading as well as the key details.

Differentiation- In my classroom, there are a few students who are struggling learners in the content
Language Arts. For these students, I had a few different forms of differentiation provided for them for
this formative assessment. One form of differentiation that was provided was giving them key details
from the text listed at their desk. These key details could refresh their memory and help them come up
with something to add in the class discussion. The other form of differentiation that was used during this
assessment was giving these students a labeled picture at their desk.

Description of scoring guide- Each student in the class will be given this student rubric. As the tables of
students are discussing their assigned illustration, they will color in the smiley face as they explain that
topic. All four smiley faces should be colored in at the end of the discussion if they hit every topic. The
differentiated rubric will be read to the struggling students in the back of the room. The teacher will read
the rubric to them, and the students will correctly fill the rubric out after it is read to them.

Name: ________________

Student Rubric

I said the name of the good: Illustrations shown during assessment

I talked about where this good

Name: ________________
comes from:
Differentiated Student Rubric
II said
said where people
the name cangood:
of the buy this
good:

I talked about where this good

Icomes
said iffrom:
I have or haven’t bought
this good with my family at the
store:
I said where people can buy this
good: Content- Social Studies

Standard- SS 12 (Economics) People produce and

I said if I have or haven’t bought consume goods and services in the community.
this good with my family at the
store:
Learning Objective- Given 5 illustrations of various
items, students will identify the items given as goods or not goods, by correctly matching 4/5 of the
appropriate labels (good vs. not a good) to the corresponding illustrations.

Description of assessment- The students were assessed on their understanding of goods. For this
assessment, students show their understanding by matching illustrations of goods to the correct label.
They will either label it as “Good” or “Not a Good”. The students will write the correct label in the box
next to the corresponding pictures. There are 5 pictures and five boxes to put correct labels in. This was
a quick formative assessment that was easy for the students to navigate. It was very child friendly and a
good fit for my first-grade class.
Rationale- This lesson focused on the goods part of the standard. Earlier in the lesson, students were
taught about goods and touched slightly on what producers are, read a panorama book called “How
Goods Are Made”, and had a class discussion about the information learned. These activities lead us to
this assessment which determines which students comprehended the main idea of the lesson. This was a
quick formative assessment to make sure each student had the main idea of the lesson understood.

Differentiation- In my classroom, there are a few struggling writers that will be provided with
differentiation. During this assessment, these learners will be given a word bank with the two different
labels that should be put in each box (Good, Non-Good). The words in the word bank will be given to
them on small pieces of paper. These students will glue the correct label in each box instead of writing
them.

Description of scoring guide- Each student will be given a student checklist. When the teacher is going
over the correct answers, the students will either put a checkmark or an X next to the corresponding
question. The scoring guide for the assessment and the differentiated assessment will be the same.
Differentiated Assessment

Content- Math

Standard- 1.NBT.3 Compare two two-digit numbers based on meanings of the tens and one’s digits,
recording the results of comparisons with the symbols >, =, and <.

Learning Objective- By using tens blocks, TSW correctly build and compare 3/3 two-digit numbers using >, <,
= signs.

Description of assessment- For this assessment, students were assessed on their knowledge of >, <,=
signs and how to use them correctly as well as place value. There were 5 questions on this assessment to
test their knowledge (Ex: 45__13). The students would identify which number is in what place value on a
place value sheet given to them and write which sign they thought would correctly finish the problem on
a dry erase board. I would have one table show me their board at a time to see if they answered them
correctly.

Rationale-This assessment focused on signs as well as place value. Earlier in the lesson, students were
taught how to identify the larger number using tens blocks. They were also introduced to the 3 different
signs and how to identify which sign belongs in a problem. Teaching the students these skills lead us to
the assessment which helped identify which students understood the main concepts and which ones did
not. I enjoyed giving this assessment because it was quick and very effective.

Differentiation- For my struggling math learners, there was differentiation provided for these students.
During the assessment, these students were able to use tens blocks if needed. This could help them with
identifying place value, and it also gives them a visual representation of the two numbers. This helps the
students realize which number is bigger.

Description of scoring guide- Each student will be given a student anecdotal record form. On this form,
they would write which questions they answered correctly and incorrectly. They will explain what they
thought about when answering the question. For the differentiated record form, the students will have
to circle which sign they put for each question. Next to that, they will draw the tens blocks they used to
figure out the question.
Name: _______________

Student Record Form

Question Notes Name: __________________

Differentiated Student Record Form

42__42

90__56

20__82

65__43

33__74

Question Notes
>
42__42 <
=
>
90__56 <
=
>
20__82 <
=
>
65__43 <
=
>
33__74 <
=

Content- Science

Standard- 1.LS.2 Living things survive only in environments that meet their needs.
Learning Objective- When completing a picture sort, students will identify pictures as living or nonliving
things, by correctly sorting all pictures in the correct category and explaining what it needs in their
environment to survive.

Description of assessment- For this assessment, students completed a digital picture sort. This picture
sort had two columns labeled “Living” and “Non-living”. Each student will have to drag one of these
pictures into the correct column. After they drag the picture, they will explain to me why they thought it
was either living or nonliving. This assessment had enough pictures for each student to go up to the
board one time.

Rationale- This assessment showed me which students had an understanding on the difference between
living and non-living things and what these things need to survive. Earlier in the lesson, the students
were introduced to living and nonliving things and were taught why they need certain things to survive. I
really liked this assessment because it was quick, and it was very easy to give direct feedback to the
students if needed.

Differentiation- For my struggling students, there was differentiation provided during the lesson. Since
this was a picture sort where one student comes up at a time, it was very easy to walk the struggling
students through their question. With these students, I would give support while they were up on the
board if needed. I would ask them different question to guide them to their answer.

Description of scoring guide- Each student received a student checklist. On the student checklist,
students will put a check or X in the box depending on if they put that picture in the correct column.
They will look at the completed digital picture sort on the board to determine if they got them correct.

Name: _____________

Student Checklist

Living Non-Living