Formative Assessment TemplateInformational Text Reading I.docx
- 1. Formative Assessment Template Informational Text: Reading Informational (RI) Standard: Jason Duesler ELM- 210 10-30- 17 Mr. Cochran DOK Level Three Questions from DOK Level Possible Student Responses/Misunderstandings Rationale of Why Question Meets DOK Level Level 1: Recall 1. What can students learn from formative assessment? Through formative assessment students can learn on how to improve their learning ability It uses facts for students to recall what they learn from the articles. 2. what role do instructors play in formative assessment Teachers has a big role in making sure students improve their learning skills It uses facts for students to recall what they learn from the articles. 3. can you identify the characteristics of formative assessment
- 2. Characteristics of formative assessment are dialogue and varying in deferent discipline Focus on basic initial comprehension Level 2: Skill/Concept 1. Describe the effect of formative assessment Formative assessment is very important as it helped students to be able to improve their studies The response involves initial comprehension and subsequent processing 2.summarize the major events in formative assessments Formative assessment helps in monitoring how the students in progressing in their learning and help the teachers improve their teaching skills to be able to improve the students learning abilities It include the summary of events 3. explain the meaning of the word formative assessment Formative assessments can be defined as informal or formal assessments that are done by teachers to improve the students’ attainment during learning and also to modify the teachers learning process Includes definition of unfamiliar words
- 3. Level 3: Strategic Thinking 1.how do formative assessments vary Vary within disciplines although at times the methods used in formative assessment can be similar, the use of formative feedback vary between different disciplines. Students have the ability to activate and practice self reflective strategies in the formative feedback loop therefore they have to be given an opportunity in every classroom to be able to develop the skills. Although methods may be similar across disciplines, the precise use of formative feedback will naturally vary between disciplines (Black & William, 2014) Supports ideas with details 2.Importance of dialogue in formative assessment The instructor uses dialogue with students to create an opportunity for a feedback loop which help student to be able to shape and improve their performance in learning. This includes the stage where students’ improvement and progress is able to shape the instruction and formative feedback becomes formative assessment benefiting and improving students’ ability to learning. Supporting the ideas and thinking. 3. what is the purpose of the author The authors’ purpose is to make one understand the importance of formative assessment and how it affects a students learning
- 4. and skills. It describes the authors purpose Level 4: Extended Thinking 1.benefits of formative assessment Formative assessment benefits both the teacher and the students this is because the teacher benefits in a way that they may be able to see the progress of the student learning and impact more skills to them. On the other hand the student benefits because they may be able to know their strengths and weakness and improve on them. Analyze and synthesize information 2. how is formative assessment sustainable It should be sustainable because students should make it their normal routine and not an add on. Formative assessment should be a regular thing to students and as part of their ongoing activities on their classes. Includes complex thinking. 3. what themes can be learnt in formative assessment Commitment is one of the themes that can be leant from formative assessment because students are required to be committed regularly and be sustainable in order for them to improve their learning skills Describe and illustrate how common themes are found across texts
- 5. Formative Assessments Formative assessments can be defined as informal or formal assessments that are done by teachers to improve students’ attainment during learning and also to modify the teachers learning process. Formative assessment has a lot of benefit for the student as it helps in monitoring how students are progressing in their learning; and helps the teachers to improve on their teaching skills to be able to improve the students learning abilities. Formative assessment helps students with being able to identify their weaknesses and strengths for them to work of their target areas and improve their performance. Formative assessment has several characteristics and here are some of them; Dialogue formative assessment includes the use of dialogue which helps the students to be able to measure and improve their goals expectations. The instructor uses dialogue with students to create an opportunity for a feedback loop which help student to be able to shape and improve their performance in learning. This includes the stage where students’ improvement and progress is able to shape the instruction and formative feedback becomes formative assessment benefiting and improving students’ ability to learning. Vary within disciplines although at times the methods used in formative assessment can be similar the use of formative feedback varies between different disciplines. Students have the ability to activate and practice self-reflective strategies in the
- 6. formative feedback loop; therefore, they have to be given an opportunity in every classroom to be able to develop the skills. Formative assessments are a great way to know how well you are teaching and how much the children are understanding the material. Reference Black, P. & William, D. (2014). The Formative Purpose: Assessment Must First Promote Learning.Yearbook of the National Society for the Study of Education, 103 (2), 20-50. Evans, D. J., Zeun, P., & Stanier, R. A. (2014). Motivating student learning using a formative assessment journey. Journal of anatomy, 224(3), 296-303. © 2016. Grand Canyon University. All Rights Reserved. SAMPLE POST Poytner brings up great points about the changes technology is bringing to the world. Having 90% of the population own a smart phone is one fact that really stood out to me. I feel as the time is going on the age of when someone gets a smart phone is
- 7. getting younger and younger. There are kids who know more about functions on a smart phone than people in the work force that should be using their phones and all of its capabilities. I did not need a smart phone in high school five years ago when all of my friends were just getting them, but in college I could not have stayed informed around campus very well. We had group messages of when practices were cancelled, emails sent to our phones when classes were cancelled, weather warnings, and maps to get around a new town right at my fingertips. Watches worn to track workouts are something everyone on the team wears to send accurate times for runs to our coach. It helped while worming to have reminders to stand every hour. My internship also gave prizes if its employees would walk a certain amount of steps to promote a healthier lifestyle. Those types of wearables are promoting healthier lifestyles. Businesses are now able to see what is being searched online to know what peoples' interests are. "The customer research professionals of tomorrow will elevate their role by providing strategic insight to companies"� (Poytner 2015). They are also able to stay connected at work as well as after. I have not personally stayed working after hours with needing to check work emails, but I have had family members who work full days at work and are still on their phones working, taking calls, and checking emails long after they are home. Technology will keep improving and changing and the world will continue to use and adapt to the technology it will be interesting to see what it becomes by 2025. Poynter, R. (2015, April 15). Envisioning 2025: Five technology changes that will reshape customer behavior and what they mean for customer intelligence. Vision Critical. Retrieved from https://www.visioncritical.com/envisioning- 2025/ GCU College of Education
- 8. LESSON PLAN TEMPLATE Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title I. Planning Lesson summary and focus: Classroom and student factors: National / State Learning Standards: Specific learning target(s) / objectives: Teaching notes: Agenda: Formative assessment: Academic Language: Key vocabulary: Function: Form: D Instructional Materials, Equipment and Technology:
- 9. Grouping: II. Instruction A. Opening Prior knowledge connection: Anticipatory set: B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Students Do Differentiation Your “I Do” instructional procedures should include: The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; italicize every formative assessment. Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.” Please use a corresponding numbered list. Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Please use a corresponding numbered list.
- 10. Also include extension activities: What will students who finish early do? III. ASSESSMENT Summative Assessment: Include details of any summative assessment as applicable and attach a copy with an answer key. Explain how the summative assessment measures the learning target(s)/objectives. If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives. Differentiation: Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Closure: Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/ objectives to application outside the classroom. Homework: Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets / objectives. Attach any copies of homework. Page 2 of 2