Shannon Mondeaux

Assessment in My Classroom and Instruction

SUMMATIVE ASSESSMENTS:
CFAs: Content Formative Assessments
Twice per week, our second-grade team meets together to create and modify
Pre and Post CFAs. We select a Common Core State Standard to focus on and
design a 4-point assessment that will accurately assess students knowledge
of that specific standard.
We use a combination of resources to create such assessments, as
described below:
**We specifically and continuously review the problems on the ELA
and Math Pre and Post benchmarks (found on School City) and attempt to
mimic the craft and structure on our own authentic assessments. **
We typically utilize the online resources page of the Wonders
Teacher Edition to access the Weekly Assessments book. Here we select
reading passages and choose and/or modify questions that adequately
assess the content standard.
Math problems are either created by the team (using the
benchmarks as a guide), generated using the MathAids website, or
systematically chosen from the GoMath! curriculum.
Priority standards for which we have created and administered CFAs
include:
Language Arts: RI 2.1 (The schools ELA LCP-Learner Centered
Problem), RL 2.1, RL 2.2, RL 2.3, RL 2.5, RL 2.9, RI 2.2, RI 2.6, RI 2.8, and RI
2.9.
Math: NBT 7 (The schools math LCP-Learner Centered Problem), OA
3, OA 4, NBT 1, NBT 2, NBT 3, NBT 5, NBT 6, MD 7, and MD 8.
How I Use CFAs to Guide My Instruction: I collect assessment data for
my team and insert the percentage of students who are proficient and not
proficient on an Excel spreadsheet. In collaboration meetings, we look at our
class data and grade-level data and share ideas regarding what worked for
our students and what did not. We share instructional strategies and adjust
our teaching for the next week according to these results. I continually look
for effective strategies and reteach and reassess my students the following
week.
FORMATIVE ASSESSMENTS:
Exit tickets: I use a variety of exit tickets that students either turn
in, show to me, or complete on their whiteboards before they move on to
Shannon Mondeaux

another task. Exit tickets often look like a problem that they will encounter
on their CFA for that standard.
Practice Problems: Every week, I create a PowerPoint that includes a
practice question that corresponds with the required text and reading
comprehension strategy for the week. Students often work in pairs or
cooperative learning groups to solve the problem.
Observations: Every day, I have my students engage in collaborative
conversations about their strategies and thought processes. I can easily
identify students misconceptions and correct them immediately when I use
proximity and gauge my students responses.