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Formative Assessments
Popham -1 - Implementing one of Popham's four "steps" should be regular and a part of the everyday classroom management edict. For instance, as instructor's collect evidence, they must decide whether to proceed, review, or change instruction; students use evidence of understanding to help them reroute thinking processes ro adjust learning procedures; and, depending on the climate of the classroom, both teachers and students should adjust assessment by using different types of checking for understanding and learning targets.
Popham 2 -- Traditional evidence-gathering tools often rely on tests -- selected response items (multiple choice, true false) or constructed responses (short answer or essay). In a typical classroom, learning is a three step process; teacher lectures, students memorize or read, students take test. Popham suggests an alternate approach.
Popham 3 -- One non-traditional approach suggested by Popham (pp 59+) is that of using higher level, or socratic questioning, to assess understanding. It is a random...
If the response is satisfactory, the teacher might as "why" or form additional questions based on the first student's answer. If the answer is unsatisfactory, whatever good points are emphasized and a new student is chosen to add to the response. This invigorates the classroom and allows for a number of learning styles and approaches.
Fisher 1 -- In general, formative assessment is a self-reflective process that helps students attain a better understanding of whether they have mastered material. Feedback from learning is actual, not theoretical, and has meaning as opposed to simply a percentage or "grade." The instructor- or supervisor, may formatively assess by listening, responding to questions, ask questions, and interact. The point of the technqiue is to get to the heart of evaluation by moving from rote memorization towards insisting that students learn to analyze and synthesize. Summative assessments are typically done at the end of a lesson, a unit, or sometimes even a…
References
Fisher, D. And Frey, N. (2007). Checking for Understanding. Alexandria, VA: Association
for Supervisrion and Curriculum Development.
Livingston, J. (1997). Metacognition: An Overview. State University of New York at Buffalo. Cited in: http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm
Moss, C. Brookhart, S. (2009). Advancing Formative Assessment in Every Classroom.
Lesson Plan Grade Level: 7th Grade Subject: Science Number of Students: 4 Date: Instructional Location: Classroom Lesson Goals • Lesson Title: Science Central Focus of Lessons: What science is all about State Standard(s) Addressed: 7th Grade on science, science methodology and famous scientists. Lesson Objectives and Language Demands • Content/Skill Objectives: Students should state the definition of science Students should discuss the various science methodologies Students should name and discuss various prominent scientists Students should be able to identify the application of
Leadership in 21st Century Support Systems Conducting learning activities without assessing the success of those activities is like driving a vehicle without a clean windshield and a rear-view mirror. The instructor can still steer, put on the gas and brakes, but if the instructor cannot clearly see the road ahead and what is behind, this could be an exercise in futility, leaving learning by the roadside. Indeed, assessments have become a
Lesson Plan Example for 5th Grade Creating an effective lesson plan is a fundamental skill that educators must develop to ensure successful instruction. A lesson plan serves as a roadmap for both teachers and students by providing structure and a clear sequence of activities aimed at achieving specific educational goals. The process of creating a lesson plan can be broken down into several key steps, which, when followed carefully, can
FSC School of Education Standards-Based Lesson Plan -2018Page 4 of 4FSC School of EducationStandards-Based Lesson Plan Template 2022-2023Directions for completing the lesson plan: Read the boxes with instruction to make sure you include all requirements for that section. Do not delete any instructions in the colored boxes. Add your information in the white boxes.Name:FSC Course Number:Date:Total Length of Lesson: 90 minutesGrade Level: 7thYouTube link: n/aKey Teaching Skills (Choose the 2-3
Journals of Herrera and Gottleib Books A healthy child is the joy of the family. Social and academic development of a child depend on his ability to use his eyes and ears effectively. When one of these organs is impaired, the child will face challenges to communicate or see effectively, which will affect the child's social and academic developments. When a child has developed a vision or ear impairment, early
Journals of Herrera and Gottleib Books A healthy child is the joy of the family. Social and academic development of a child depend on his ability to use his eyes and ears effectively. When one of these organs is impaired, the child will face challenges to communicate or see effectively, which will affect the child's social and academic developments. When a child has developed a vision or ear impairment, early