Task Evaluation Matrix for Formative Assessment

This matrix is meant to be used to capture the pertinent standards, cognitive demands, and other elements to guide task selection and creation for formative assessment.

Task / Subject / Key Concept Area / Common Core Standard OR Next Generation Science Standard / Cognitive Demand / Task Type / Learning Objective/ Outcome / Scoring Criteria
EXAMPLE / e.g.:
Algebra
English
Physics / e.g.:
Linear equations
Understanding keys ideas in texts
Force / e.g.:
CCSS.MATH.CONTENT.HSA.REI.C.6
Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
HS-PS2-4
Use mathematical representations ofNewton’s Law of Gravitation and Coulomb’s Lawto describe and predictthe gravitational and electrostatic forces between objects. / e.g., knowledge; comprehension; application; analysis; synthesis / e.g., Multiple choice; short answer; extended response; diagram, etc. / e.g.,
What student should do to demonstrate understanding / e.g.,
scoring rubric: criteria for full, partial and no credit (dependent on task type)

The cognitive demand column is provided to capture the type of thinking that successful completion of the task requires of the student. The examples provided here are categories in Bloom’s Taxonomy.

Task Evaluation Matrix for Formative Assessment

This matrix is meant to be used to capture the pertinent standards, cognitive demands, and other elements to guide task selection and creation for formative assessment.

Task / Subject / Key Concept Area / Common Core Standard OR Next Generation Science Standard / Cognitive Demand / Task Type / Learning Objective/ Outcome / Scoring Criteria

The cognitive demand column is provided to capture the type of thinking that successful completion of the task requires of the student. The examples provided here are categories in Bloom’s Taxonomy.

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