Uploaded byCarla Piper
Assessment
This document discusses formative and summative assessment in lesson planning. It explains that all parts of a lesson - the learning goal, objectives, activities, and assessments - must be aligned. Formative assessments measure student progress, while summative assessments measure if objectives and standards were met. The document provides examples of formative assessments like summaries, lists, and collaborative activities. It also discusses using rubrics for summative assessments to holistically evaluate student performance on complex tasks. Overall, the document emphasizes the importance of alignment throughout the lesson planning process and using both formative and summative assessments to evaluate student learning.
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Assessment
- 1. Formative & Summative Assessment Linkto Image Source
- 2. Alignment in LessonPlanning Goal Learning Goal Overarching Theme Related to Curriculum Strand Standards Standards Limit Number All must be a part of the final assessment Objective Lesson Objective Must be aligned with CCSS and Content standards Activity Learning Activities Must result in meeting standards and lesson objectives Assessment Assessment Formative Summative Must measure if standard and objective have been met with this learning activity
- 3. Assessment How will youmeasure learning outcomes? • What will students say or do to show that lesson objectives were met? • What will you collect to show student’s learning (portfolios, observations, work samples, photographs, journals, etc.) • How will you evaluate student work? • How will you grade the student?
- 4. Assessment: How doyou measure what students have learned? • Traditional quizzes and tests – Paper/pencil • Selected response • Constructed response • Performance tasks and projects – Open-ended – Complex – Authentic • 3 Kinds of Assessment – Entry Level – Progress-Monitoring (Formative) – Summative
- 5. Types of FormativeAssessments • Summaries and Reflections – Students stop and reflect, make sense of what they have heard or read, derive personal meaning from their learning experiences, and/or increase their metacognitive skills. – These require that students use content-specific language. • Lists, Charts, and Graphic Organizers – Students will organize information, make connections, and note relationships through the use of various graphic organizers. Dodge, J. Scholastic Article
- 6. Types of FormativeAssessments • Visual Representations of Information – Students will use both words and pictures to make connections and increase memory, facilitating retrieval of information later on. – This "dual coding" helps teachers address classroom diversity, preferences in learning style, and different ways of "knowing." • Collaborative Activities – Students have the opportunity to move and/or communicate with others as they develop and demonstrate their understanding of concepts. Dodge, J. Scholastic Article
- 7. Progress-Monitoring Formative Assessments Suggestions •Postcard or Poster • Mobile Devices (Socrative, text answer, digital corkboard, Google Forms, etc.) • Venn Diagram • Visualize: Be the Illustrator • Mini whiteboards • Create or build something • Exit Slip • Journals • Quickwrites • 2 Roses and a Thorn • Photo captions • Graphic organizer • Story map • Record audio or create video 50 Formative Assessments Google Doc - Edutopia
- 8. Try Google Docsand Forms Rubrics and Formative Assessments
- 9. Bloom’s Taxonomy GoogleTools Interactives - https://www.schrockg uide.net/bloomin- apps.html
- 10. Rubrics for SummativeAssessment • Rubric - a scoring guide for evaluating student performance • Allows for a variety of criteria or categories to be evaluated on a sliding rating scale (not subject to one final percentage score as in testing) • A way to measure real-life, authentic learning experiences in the classroom • Provides a guide for students in determining expectations of assignments • Shows students and parents how the teacher is judging student performance
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