Choose 2 or 3 formative assessment strategies to use repeatedly throughout your unit. Create a plan for keeping track of individual student growth based on your on-going use of formative assessment. Describe how your formative assessments link to the summative assessment of the unit you are required to do.
Choose 2 or 3 formative assessment strategies to use repeatedly throughout your unit. Create a plan for keeping track of individual student growth based on your on-going use of formative assessment. Describe how your formative assessments link to the summative assessment of the unit you are required to do.
Choose 2 or 3 formative assessment strategies to use repeatedly throughout your unit. Create a plan for keeping track of individual student growth based on your on-going use of formative assessment. Describe how your formative assessments link to the summative assessment of the unit you are required to do.
October 9th 2014 Section 3: Formative Assessments Did my students learn the mathematical concept(s) I intended for them to learn? How will I know whether and what mathematics students learned? Choose 2 or 3 formative assessment strategies to use repeatedly throughout your unit. o Exit Slip o Hold thumbs up or thumbs down on chest when reflecting on information they understand or need clarification on. Create a plan (tied to the Standards and Big Ideas) for keeping track of individual student growth based on your on-going use of formative assessment. For your final submission, reflect across formative assessments and make some claims about individual student learning. o Create a spreadsheet with students name on the left side and the main details of observation with prime numbers and other mathematical concepts of the lesson on the top. I will check off students as I feel they have grasped that lessons concept and are ready to move onto the next or leave it blank to allow me to reflect on what students may need reviewed or individual help. Describe how your formative assessments link to the summative assessment of the unit you are required to do. If there is not clear alignment, provide a rationale for formative assessment plan. This is not a unit derived with the basal reader Harcourt Math but composed by me. I would like to do a summative assessment that will have the students demonstrate their knowledge on prime, and composite numbers as well as factors. I will be designing an assessment that is similar to the exit slips in that it will ask the students to explain why a number is a prime number or composite number as well as list factors etc. The rational for my formative assessment usage of exit slips is to use them in order to know and understand what I will need to adjust in my next day lessons. I will do this in order to change the next lesson to help struggling students grasp the topics through a review. In terms of the assessment utilizing the posting of answers, I am choosing this in order to have the students post what they know and dont know and see what needs immediate intervention and whether or not I should emphasize certain aspects in that days lesson more than others. (Assessing the background knowledge of the students before the lesson and throughout.) I will need to monitor the questions I choose to monitor, as I would like to address a wide range of smartness. I need to make sure that I assess formatively as well as summative at the end. I still need some help with my summative assessment but its coming along. I would also like to assess not just the content outcomes but also participation and the willingness to ask questions for clarification. As a student is trying they deserve to have that noted in an assessment.