Formative Assessment

Assessing Informally with DOK Questions

	1 1: No submission 0.00%	2 2: Insufficient 65.00%	3 3: Approaching 75.00%	4 4: Acceptable 85.00%	5 5: Target 100.00%
100.0 %Criteria
10.0 %Characteristics of Effective Formal Formative Assessments - Part 1	Not addressed.	The characteristics of effective formal formative assessments could be presented more accurately; or better examples could be provided.	The characteristics of effective formal formative assessments could be presented more accurately; or better examples could be provided.	Includes characteristics of effective formal formative assessments. Examples are included.	Includes some of the more important and well-recognized characteristics of effective formal formative assessments. Examples are included.
100.0 %Criteria
10.0 %High-Level and Low-Level - Part 1	Not addressed.	The explanation regarding high and low-level assessments is not presented well.	The explanation regarding high and low-level assessments could be presented more clearly.	Includes an explanation regarding high and low-level assessments.	Includes an accurate and insightful explanation regarding high and low-level assessments.
100.0 %Criteria
50.0 %DOK Questions - Part 2	Not addressed.	Many of the open-ended questions within the four DOK levels could not be utilized as informal formative assessments within the lesson began in Topic 1.	Some of the open-ended questions within the four DOK levels could not be utilized as informal formative assessments within the lesson began in Topic 1.	Includes three open-ended questions for each of the four DOK levels that could be utilized as informal formative assessments within the lesson began in Topic 1.	Includes three open-ended questions for each of the four DOK levels that would be ideally-suited as informal formative assessments within the lesson began in Topic 1.
100.0 %Criteria
10.0 %Student Response/Rationale - Part 2	Not addressed.	Many of the possible student responses and rationales could be developed more fully.	Some of the possible student responses and rationales could be developed more fully.	Includes possible student responses and rationale for each level.	Includes well-thought possible student responses and insightful rationale for each level.
100.0 %Criteria
5.0 %Organization	Not addressed.	An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other.	The content could be organized better even though it provides the audience with a sense of the main idea.	The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.	The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
100.0 %Criteria
5.0 %Research Citations and Format	Not addressed.	Many citations are missing where needed; or many of the sources are inappropriate for the submission; or GCU is attempted where required, but many aspects are missing or mistaken.	Some citations may be missing or do not completely support the submission. References page may include errors. Some sources may not be appropriate for the submission.	All sources are credible, adequate, and support the submission. All required aspects of GCU format are correct within the submission.	All sources are credible, appropriate, and strongly support the submission. All required aspects of GCU format are correct within the submission.
100.0 %Criteria
10.0 %Mechanics (spelling, punctuation, grammar, and language use)	Not addressed.	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.	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.	Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language.	Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.