You Will Have Your Students For Approximately 90 Minutes

You Will Have Your Students For Approximately 90 Minutes A Day Per S

You will have your students for approximately 90 minutes a day per subject area that you teach. How will you fill that time? You will create and administer multiple formative assessments each day. These assessments will give you the feedback you need to know if your students are making progress towards mastering your standard. Some of these assessments will be in written format while others may not. Some will be graded while others will not. Each assessment is meaningful and gives you, the teacher, imperative information that you will use to modify or plan upcoming lessons. Create a minimum of one (1) ungraded and two (2) graded assessments for your chosen standard. You may NOT select a KWL chart, exit ticket or bell-ringer as a graded assignment. Each assessment must be original content that you created. Your submission must contain: a student copy that is ready for the student to complete and a teacher copy that includes the assignment, a key, grading information and a plan as to how you will use the results to direct future instruction.

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Effective planning of instructional time within a 90-minute daily schedule is crucial for student achievement and engagement. To optimize this period, teachers should design a variety of formative assessments that allow real-time feedback and inform daily instructional decisions. These assessments should align closely with the specific standards being taught and utilize diverse formats to address different learning styles and content areas.

In creating assessments, it is essential to differentiate between formative and summative types. Formative assessments are meant to provide ongoing data to guide instruction, while summative assessments evaluate cumulative student learning at the end of a unit. The task at hand requires designing two graded assessments and one ungraded assessment, all original and directly related to a specific standard selected by the teacher. This approach ensures tailored feedback and targeted teaching strategies.

The ungraded assessment could serve as a diagnostic or practice activity, such as a concept mapping exercise, a think-pair-share activity, or an interactive role-play. Its primary purpose is to gauge initial understanding or misconceptions without penalizing students, thereby fostering a low-stakes environment that encourages honest responses and active participation.

For the graded assessments, teachers should develop original tasks that challenge students to demonstrate mastery of the standard through various formats—be it written responses, projects, presentations, or digital submissions. Each graded assessment must include a clear student version and a corresponding teacher copy, which should contain the correct answers or rubrics for scoring. Including a grading rubric helps ensure consistency and transparency in assessment scoring.

A critical component of the assessment design is the teacher’s plan for using results to inform instruction. After administering assessments, teachers should analyze student responses to identify common misconceptions or gaps in understanding. This data guides differentiated instruction, such as targeted small-group work, personalized feedback, or reteaching specific concepts.

In addition, ongoing formative assessments foster a dynamic learning environment where feedback is immediate and actionable. They also serve to motivate students by providing frequent opportunities for success and growth, decreasing test anxiety and supporting a growth mindset.

In conclusion, effective use of the 90-minute instructional block involves strategic assessment planning that emphasizes formative assessment strategies. Thoughtfully designed assessments—both graded and ungraded—provide vital insights into student progress, enabling teachers to tailor their instruction to meet diverse learning needs and ensure mastery of the curriculum standards.

References

• Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139-148.
• Heritage, M. (2010). Formative Assessment: Making It Happen in the Classroom. Corwin Press.
• Stiggins, R., & Chappuis, J. (2012). An Introduction to Student-Involved Assessment FOR Learning. Pearson.
• Wiliam, D. (2011). What is Assessment For Learning? Studies in Educational Evaluation, 37(1), 3-14.
• Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD.
• Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
• Brookhart, S. M. (2010). How to Create and Use Rubrics for Formative Assessment and Grading. ASCD.
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• McMillan, J. H. (2018). Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction. Pearson.
• Davidson, C. N. (2010). Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn. Viking.