Description
Details:
Part 1: Formal
In a 250-300 word essay, describe the characteristics of effective formal formative assessments. Provide examples from outside sources or your required readings. What makes formative assessments high-level or low-level?
Include at least three sources from the required readings or the GCU Library that support your ideas. You may use the textbook as one of your sources.
Prepare this part of the assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
Part 2: Informal
Based on the Depth of Knowledge (DOK) Levelschart, create three open-ended questions for each of the four DOK levels (12 total) that could be utilized as informal formative assessments for the lesson plan that you began in Topic 1.
Use your 12 questions to complete the “Formative Assessment Template.”
Submit your template with your essay as one deliverable.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Assessing Informally with DOK Questions
1
1: No
submission
0.00%
100.0 %Criteria
10.0
Not
%Characteristics of addressed.
Effective Formal
Formative
Assessments – Part 1
2
2: Insufficient
65.00%
The characteristics of
effective formal
formative assessments
could be presented
more accurately; or
better examples could
be provided.
100.0 %Criteria
10.0 %High-Level
Not
The explanation
and Low-Level – Part addressed. regarding high and
1
low-level assessments
is not presented well.
100.0 %Criteria
50.0 %DOK
Questions – Part 2
100.0 %Criteria
4
4: Acceptable
85.00%
The
Includes
characteristics of characteristics of
effective formal effective formal
formative
formative
assessments could assessments.
be presented
Examples are
more accurately; included.
or better
examples could be
provided.
5
5: Target
100.00%
Includes some of
the more
important and
well-recognized
characteristics of
effective formal
formative
assessments.
Examples are
included.
The explanation Includes an
Includes an
regarding high and explanation
accurate and
low-level
regarding high and insightful
assessments could low-level
explanation
be presented
assessments.
regarding high and
more clearly.
low-level
assessments.
Not
Many of the openSome of the open- Includes three
Includes three
addressed. ended questions within ended questions open-ended
open-ended
the four DOK levels
within the four
questions for each questions for each
could not be utilized DOK levels could of the four DOK
of the four DOK
as informal formative not be utilized as levels that could be levels that would
assessments within the informal formative utilized as informal be ideally-suited
lesson began in Topic assessments
formative
as informal
1.
within the lesson assessments within formative
began in Topic 1. the lesson began in assessments within
Topic 1.
the lesson began in
Topic 1.
100.0 %Criteria
10.0 %Student
Not
Many of the possible
Response/Rationale addressed. student responses and
– Part 2
rationales could be
developed more fully.
100.0 %Criteria
5.0 %Organization
3
3: Approaching
75.00%
Not
An attempt is made to
addressed. organize the content,
but the sequence is
indiscernible. The
ideas presented are
compartmentalized
and may not relate to
each other.
Some of the
possible student
responses and
rationales could
be developed
more fully.
Includes possible
student responses
and rationale for
each level.
Includes wellthought possible
student responses
and insightful
rationale for each
level.
The content could
be organized
better even
though it provides
the audience with
a sense of the
main idea.
The content is
The content is
logically organized. well-organized and
The ideas
logical. There is a
presented relate to sequential
each other. The
progression of
content provides
ideas that relate
the audience with a to each other. The
clear sense of the content is
main idea.
presented as a
cohesive unit and
provides the
audience with a
clear sense of the
main idea.
5.0 %Research
Citations and
Format
100.0 %Criteria
10.0 %Mechanics
(spelling,
punctuation,
grammar, and
language use)
100 %Total
Weightage
Not
Many citations are
Some citations
addressed. missing where needed; may be missing or
or many of the sources do not completely
are inappropriate for support the
the submission; or GCU submission.
is attempted where
References page
required, but many
may include
aspects are missing or errors. Some
mistaken.
sources may not
be appropriate for
the submission.
All sources are
All sources are
credible, adequate, credible,
and support the
appropriate, and
submission. All
strongly support
required aspects of the submission. All
GCU format are
required aspects of
correct within the GCU format are
submission.
correct within the
submission.
Not
Surface errors are
addressed. pervasive enough that
they impede
communication of
meaning.
Inappropriate word
choice or sentence
construction are used.
Submission includes Submission is
some mechanical virtually free of
errors, but they do mechanical errors.
not hinder
Word choice
comprehension. A reflects wellvariety of effective developed use of
sentence structures practice and
are used, as well as content-related
some practice and language.
content-related
Sentence
language.
structures are
varied and
engaging.
Frequent and
repetitive
mechanical errors
are present but
are not overly
distracting to the
reader; or
inconsistent
language or word
choice is present;
or sentence
structure could be
more varied.
Formative Assessment Template
Informational Text:
Reading Informational (RI) Standard:
DOK Level
Level 1:
Recall
Three Questions from DOK Level
Possible Student
Responses/Misunderstandings
1.
2.
3.
© 2016. Grand Canyon University. All Rights Reserved.
Rationale of Why Question Meets
DOK Level
1.
Level 2:
Skill/Concept
2.
3.
Level 3:
Strategic
Thinking
1.
2.
3.
© 2016. Grand Canyon University. All Rights Reserved.
Level 4:
Extended
Thinking
1.
2.
3.
© 2016. Grand Canyon University. All Rights Reserved.
Depth of Knowledge (DOK) Levels
Define
Identify
Draw
Memorize
List
Label
Illustrate
Who,
What,
When,
Where,
Why
Measure
Arrange
Name
State
Tabulate
Repeat
Report
Infer
Use
Tell
Design
Recall
Quote
Categorize
Recognize
Recite
Match
Collect and Display
Connect
Identify Patterns
Level
Graph
One
Organize
Synthesize
(Recall)
Classify
Construct
Separate
Level
Level
Apply Concepts
Describe
Modify
Cause/Effect
Two
Four
Explain
Predict
(Skill/
(Extended
Interpret
Estimate
Critique
Concept)
Thinking)
Interpret
Compare
Level
Distinguish
Analyze
Relate
Calculate
Three
Use Context Cues
(Strategic Thinking)
Create
Prove
Revise
Apprise
Assess
Develop a Logical Argument
Construct
Make Observations
Use Concepts to Solve Non-Routine Problems
Summarize
Show
Compare
Explain Phenomena in Terms of Concepts
Formulate
Investigate
Draw Conclusions
Hypothesize
Differentiate
Cite Evidence
Critique
Level One Activities
Level Two Activities
Level Three Activities
Level Four Activities
Recall elements and details of story
structure, such as sequence of
events, character, plot and setting.
Identify and summarize the major
events in a narrative.
Support ideas with details and
examples.
Use context cues to identify the
meaning of unfamiliar words.
Use voice appropriate to the
purpose and audience.
Conduct a project that requires
specifying a problem, designing and
conducting an experiment, analyzing
its data, and reporting results/
solutions.
Solve routine multiple-step problems.
Identify research questions and
design investigations for a
scientific problem.
Conduct basic mathematical
calculations.
Label locations on a map.
Represent in words or diagrams a
scientific concept or relationship.
Perform routine procedures like
measuring length or using
punctuation marks correctly.
Describe the features of a place or
people.
Describe the cause/effect of a
particular event.
Identify patterns in events or
behavior.
Formulate a routine problem given
data and conditions.
Organize, represent and interpret
data.
Develop a scientific model for a
complex situation.
Determine the author’s purpose
and describe how it affects the
interpretation of a reading
selection.
Apply a concept in other contexts.
Apply mathematical model to
illuminate a problem or situation.
Analyze and synthesize
information from multiple sources.
Describe and illustrate how common
themes are found across texts from
different cultures.
Design a mathematical model to
inform and solve a practical
or abstract situation.
Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. .
Purchase answer to see full
attachment
1
1: No
submission
0.00%
100.0 %Criteria
10.0
Not
%Characteristics of addressed.
Effective Formal
Formative
Assessments – Part 1
2
2: Insufficient
65.00%
The characteristics of
effective formal
formative assessments
could be presented
more accurately; or
better examples could
be provided.
100.0 %Criteria
10.0 %High-Level
Not
The explanation
and Low-Level – Part addressed. regarding high and
1
low-level assessments
is not presented well.
100.0 %Criteria
50.0 %DOK
Questions – Part 2
100.0 %Criteria
4
4: Acceptable
85.00%
The
Includes
characteristics of characteristics of
effective formal effective formal
formative
formative
assessments could assessments.
be presented
Examples are
more accurately; included.
or better
examples could be
provided.
5
5: Target
100.00%
Includes some of
the more
important and
well-recognized
characteristics of
effective formal
formative
assessments.
Examples are
included.
The explanation Includes an
Includes an
regarding high and explanation
accurate and
low-level
regarding high and insightful
assessments could low-level
explanation
be presented
assessments.
regarding high and
more clearly.
low-level
assessments.
Not
Many of the openSome of the open- Includes three
Includes three
addressed. ended questions within ended questions open-ended
open-ended
the four DOK levels
within the four
questions for each questions for each
could not be utilized DOK levels could of the four DOK
of the four DOK
as informal formative not be utilized as levels that could be levels that would
assessments within the informal formative utilized as informal be ideally-suited
lesson began in Topic assessments
formative
as informal
1.
within the lesson assessments within formative
began in Topic 1. the lesson began in assessments within
Topic 1.
the lesson began in
Topic 1.
100.0 %Criteria
10.0 %Student
Not
Many of the possible
Response/Rationale addressed. student responses and
– Part 2
rationales could be
developed more fully.
100.0 %Criteria
5.0 %Organization
3
3: Approaching
75.00%
Not
An attempt is made to
addressed. organize the content,
but the sequence is
indiscernible. The
ideas presented are
compartmentalized
and may not relate to
each other.
Some of the
possible student
responses and
rationales could
be developed
more fully.
Includes possible
student responses
and rationale for
each level.
Includes wellthought possible
student responses
and insightful
rationale for each
level.
The content could
be organized
better even
though it provides
the audience with
a sense of the
main idea.
The content is
The content is
logically organized. well-organized and
The ideas
logical. There is a
presented relate to sequential
each other. The
progression of
content provides
ideas that relate
the audience with a to each other. The
clear sense of the content is
main idea.
presented as a
cohesive unit and
provides the
audience with a
clear sense of the
main idea.
5.0 %Research
Citations and
Format
100.0 %Criteria
10.0 %Mechanics
(spelling,
punctuation,
grammar, and
language use)
100 %Total
Weightage
Not
Many citations are
Some citations
addressed. missing where needed; may be missing or
or many of the sources do not completely
are inappropriate for support the
the submission; or GCU submission.
is attempted where
References page
required, but many
may include
aspects are missing or errors. Some
mistaken.
sources may not
be appropriate for
the submission.
All sources are
All sources are
credible, adequate, credible,
and support the
appropriate, and
submission. All
strongly support
required aspects of the submission. All
GCU format are
required aspects of
correct within the GCU format are
submission.
correct within the
submission.
Not
Surface errors are
addressed. pervasive enough that
they impede
communication of
meaning.
Inappropriate word
choice or sentence
construction are used.
Submission includes Submission is
some mechanical virtually free of
errors, but they do mechanical errors.
not hinder
Word choice
comprehension. A reflects wellvariety of effective developed use of
sentence structures practice and
are used, as well as content-related
some practice and language.
content-related
Sentence
language.
structures are
varied and
engaging.
Frequent and
repetitive
mechanical errors
are present but
are not overly
distracting to the
reader; or
inconsistent
language or word
choice is present;
or sentence
structure could be
more varied.
Formative Assessment Template
Informational Text:
Reading Informational (RI) Standard:
DOK Level
Level 1:
Recall
Three Questions from DOK Level
Possible Student
Responses/Misunderstandings
1.
2.
3.
© 2016. Grand Canyon University. All Rights Reserved.
Rationale of Why Question Meets
DOK Level
1.
Level 2:
Skill/Concept
2.
3.
Level 3:
Strategic
Thinking
1.
2.
3.
© 2016. Grand Canyon University. All Rights Reserved.
Level 4:
Extended
Thinking
1.
2.
3.
© 2016. Grand Canyon University. All Rights Reserved.
Depth of Knowledge (DOK) Levels
Define
Identify
Draw
Memorize
List
Label
Illustrate
Who,
What,
When,
Where,
Why
Measure
Arrange
Name
State
Tabulate
Repeat
Report
Infer
Use
Tell
Design
Recall
Quote
Categorize
Recognize
Recite
Match
Collect and Display
Connect
Identify Patterns
Level
Graph
One
Organize
Synthesize
(Recall)
Classify
Construct
Separate
Level
Level
Apply Concepts
Describe
Modify
Cause/Effect
Two
Four
Explain
Predict
(Skill/
(Extended
Interpret
Estimate
Critique
Concept)
Thinking)
Interpret
Compare
Level
Distinguish
Analyze
Relate
Calculate
Three
Use Context Cues
(Strategic Thinking)
Create
Prove
Revise
Apprise
Assess
Develop a Logical Argument
Construct
Make Observations
Use Concepts to Solve Non-Routine Problems
Summarize
Show
Compare
Explain Phenomena in Terms of Concepts
Formulate
Investigate
Draw Conclusions
Hypothesize
Differentiate
Cite Evidence
Critique
Level One Activities
Level Two Activities
Level Three Activities
Level Four Activities
Recall elements and details of story
structure, such as sequence of
events, character, plot and setting.
Identify and summarize the major
events in a narrative.
Support ideas with details and
examples.
Use context cues to identify the
meaning of unfamiliar words.
Use voice appropriate to the
purpose and audience.
Conduct a project that requires
specifying a problem, designing and
conducting an experiment, analyzing
its data, and reporting results/
solutions.
Solve routine multiple-step problems.
Identify research questions and
design investigations for a
scientific problem.
Conduct basic mathematical
calculations.
Label locations on a map.
Represent in words or diagrams a
scientific concept or relationship.
Perform routine procedures like
measuring length or using
punctuation marks correctly.
Describe the features of a place or
people.
Describe the cause/effect of a
particular event.
Identify patterns in events or
behavior.
Formulate a routine problem given
data and conditions.
Organize, represent and interpret
data.
Develop a scientific model for a
complex situation.
Determine the author’s purpose
and describe how it affects the
interpretation of a reading
selection.
Apply a concept in other contexts.
Apply mathematical model to
illuminate a problem or situation.
Analyze and synthesize
information from multiple sources.
Describe and illustrate how common
themes are found across texts from
different cultures.
Design a mathematical model to
inform and solve a practical
or abstract situation.
Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. .
Purchase answer to see full
attachment
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