COMMON FORMATIVE ASSESSMENT PLANNING TEMPLATE
--FIRST DRAFT-Grade Level or Course: 4-6
Assessment Topic: Spelling (prefixes, suffixes, root words)
**Note**
This is designed to be a common formative POST-assessment
that will be administered at the end of a three week
instructional unit.
-----------------------------------------------------------------------------------------------------------Selected Power Standards: List standards by number and include the full text
here. Then “unwrap” to identify what students need to know and be able to do.
Underline the concepts (important nouns or noun phrases) and circle the skills
(verbs).
**NOTE**
5.16
Even though the power standard of spelling included more
learning objectives, we decided to focus specifically on three
areas for this particular assessment. This standard is very
similar in grades four and six.
Students will spell correctly
a. Roots or bases of words
b. Prefixes (understood/misunderstood, excused/unexcused)
c. Suffixes (final/finally, mean/mean-ness),
Graphic Organizer of “Unwrapped” Concepts and Skills
Concepts: Need to know about spelling



Roots/base words
Prefixes
Suffixes
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Skills: Be able to Do
(Next to each skill, write number in parentheses indicating approximate level of
Bloom’s Taxonomy of thinking skills. Refer to Bloom’s Taxonomy resource in
supporting documents.)
**NOTE**
The only verb mentioned in Power Standards was “Spell”. We
decided to identify verbs that would aid in the achievement of
students learning to spell correctly.
(1)
IDENTIFY the base/root word, prefix and suffix in a given word.
(1)
DEFINE a word based on knowledge of the meaning of the root words,
prefix, and suffix.
(4)
DISTINGUISH the difference between prefixes and suffixes.
(4)
SELECT appropriate prefix and suffix to correlate with context.
Big Ideas from “Unwrapped” Power Standards
1.
Knowing the meaning of prefixes and suffixes help decode words in
context.
2.
Knowing how to spell correctly helps achieve clarity of meaning and to
enhance flow and rhythm of writing.
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Essential Questions Matched to Big Ideas
1.
What is a root word, prefix, and suffix? How will knowing the meanings of
prefixes and suffixes help you figure out the meanings of words? (Knowing
the meaning of prefixes and suffixes help decode words in context).
2.
Why are papers with correct spelling easier to read and understand?
(Knowing how to spell correctly helps achieve clarity of meaning and to
enhance flow and rhythm of writing).
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SECTION 1: Selected-Response Items—Design multiple choice, matching,
true-false, and/or fill-in items to assess student understanding of the following
“unwrapped” concepts and skills represented on your graphic organizer. Indicate
approximate level of thinking skill in parentheses. Match assessment items to
rigor of skill level. (Use additional space as needed.)
(1)
IDENTIFY the base/root word, prefix and suffix in a given word.
(1)
DEFINE a word based on knowledge of the meaning of the root words,
prefix, and suffix.
(4)
DISTINGUISH the difference between prefixes and suffixes.
(4)
SELECT appropriate prefix and suffix to correlate with context.
Selected Response:
Questions Correlated to Bloom’s Taxonomy of Thinking Skills (see
parentheses):
Student Directions: Choose the best answer from the answer choices.
1.
Which of the following answers is the root word for unfortunate? (1)
a.
b.
c.
d.
2.
unfortune
fortunate
unfortunate
fortune
True/False: In the blank next to the question write T for True or F for
False. (1)
_____ ing, ly, ness, ment are some suffixes that can be added to the
end of a root word.
3.
True/False: In the blank next to the question write T for True or F for
False. (4)
_____ A prefix is added to the end of a root word.
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4.
Choose the most appropriate prefix that can be added to the root word
AGREE so it means “not agree”. (4)
a.
b.
c.
d.
dis
ment
in
un
Fill in the blank with a word you make combining prefixes or suffixes and a
root word. (1 and 4)
dis
un
pre
non
re
5.
6.
7.
8.
9.
afraid
happy
honest
open
turn
able
ed
ful
ly
y
I am ______________ that I don’t get to go to my friend’s house after
school.
I ______________ the jar of peanut butter to make a sandwich.
The shoes my mom bought didn’t fit so she _______________ them to the
store.
The principal asked Ronnie for the truth. He replied
__________________ and got in trouble for lying.
Break the following words into prefix, root word and suffix. Some words
have only a prefix or suffix. Some words have both. (1 and 4)
Prefix
Root word
Suffix
Unafraid
Renewable
Disagreeable
Foolish
10.
Using prefixes and/or suffixes to change the word “play”, write down
at least four new words and their definitions. UNDERLINE the prefix,
and CIRCLE the suffix for each word you create. Then, write your
word in a sentence that makes sense.
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Answer Key:
1.
2.
3.
4.
5.
6.
7.
8.
9.
d
T (true)
F (false)
a
unhappy
opened
returned
honestly
Prefix
Root word
afraid
Suffix
Unafraid
Un
Renewable
Re
new
able
Disagreeable
Dis
agree
able
Fool
ish
Foolish
10.
See rubric
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Common Formative Assessments Supp Docs
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SECTION 2: Extended Constructed-Response—Design an extendedresponse item to evaluate student understanding of the following “unwrapped”
concepts and skills represented on your graphic organizer. Include
approximate level of thinking skill in parentheses. Match item to rigor of skill
level. Evaluate student work using the Task-Specific Scoring Guide below (to
be completed).
See Question #10.
Generic Scoring Guide:
Exemplary
 All “Proficient” criteria plus:
 Student creates more than 4 new words with corresponding definitions.
 Student used prefixes or suffixes we didn’t cover in class
Proficient
 Student IDENTIFIES the base/root word, prefix and suffix in a given word
 Student DEFINES the word based on knowledge of the meaning of the root
words, prefix, and suffix
 Student DISTINGUISHES the difference between prefixes and suffixes.
 Student SELECTS appropriate prefix and suffix to correlate with context.
 Student constructs 4 new words with corresponding definitions.
Progressing
 Meets 4 of the “Proficient” criteria
 Student constructs 3 new words with corresponding definitions.
Beginning
 Meets 3 or less of the “Proficient” criteria
 Student constructs 2 or less words with corresponding definitions.
 Task to be repeated after remediation
Teacher’s Evaluation___________________
Comments regarding student’s performance:
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SECTION 3: Short Constructed-Response
Note to Teachers: This portion of the common formative assessment requires
students to demonstrate their integrated understanding of all the “unwrapped”
concepts and skills from the targeted Power Standards by expressing their
understanding of the Big Ideas in their own words. Copy your planned Essential
Questions (and corresponding Big Idea responses) for your own reference here.
Then write each Essential Question only beneath the student directions below.
Provide space for students to write their Big Idea responses.
Student Directions: Write a Big Idea response for each of the following Essential
Questions. Include supporting details and any vocabulary terms from the
“unwrapped” concepts you have been learning for each response. Your
responses will be evaluated using the Generic Scoring Guide below.
Essential Questions Matched to Big Ideas
1.
What is a root word, prefix, and suffix? How will knowing the meanings of
prefixes and suffixes help you figure out the meanings of words? (Knowing
the meaning of prefixes and suffixes help decode words in context).
2.
Why are papers with correct spelling easier to read and understand?
(Knowing how to spell correctly helps achieve clarity of meaning and to
enhance flow and rhythm of writing).
© 2007 by Center for Performance Assessment
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Common Formative Assessments Supp Docs
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Design Team Reflections after Administration of Assessment to Students
1. Which assessment items produced the results we intended?
2. Which items do we need to revise?
3. Regarding the design, administration, scoring, and analysis of the
assessment, what worked? What didn’t?
4. What do we need to do differently next time?
5. What should we again do the same?
© 2007 by Center for Performance Assessment
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