The document provides guidance for using an item bank to design a formative assessment. It recommends identifying learning targets and selecting aligned assessment items to gather evidence of student understanding. When administering the assessment formatively, students should self-check their work using an answer key and reflect on incorrect answers to determine if they made a mistake or lack understanding. Teachers should then use the assessment information to consider next instructional steps, such as grouping for re-teaching or providing alternative assignments for students who have mastered the material.
9. Using the Item Bank to Design an Assessment for
Formative Use
1. Consider users and uses.
If it is to be used FORMATIVELY, it should allow for feedback to students so they can self-
assess and set goals for further learning AND it should provide teachers with
info to differentiate next learning steps to meet needs.
2. Identify the learning targets/standards for which you wish to gather evidence of
student understanding.
3. Select congruent/aligned items to the targets/standards you have identified. Consider
the number of items needed to provide enough information for assessing student
mastery of each target/standard.
4. Administer the assessment. Since it is to be used FORMATIVELY, consider letting the
students do a self-check by providing the answer key, then asking them to reflect on
any that were incorrect—indicating if it was a ‘simple mistake’ or that they really don’t
understand or have the necessary knowledge or skills.
5. Use that information to consider next instructional steps. (How to group for ‘mini-
lessons’, what to plan for the kids who already ‘get it’, how to provide alternative ways
for kids to demonstrate the learning, etc.)
