7/21/2019 Formative Assessment Assignment

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TE 408: Formative Assessment Practices

Syllabus Assignment Description: An analysis of student work through a

formative assessment task that you collect when you teach in Mr. Pineda’s

class for e!ample" a bell ringer or e!it ticket#.

Points: $%

Due Date: &ou must turn in this assignment on one of the three 'check in(

dates: )ebruary *" March +" and May ,.

-ackground: n /0 +1*" we talked briefly about formative assessment.

modeled for you the formative assessment activity" My )avorite 2o. 3e also

talked about the importance of bell ringers and e!it slips as important

moments in a lesson where both teachers and students can get a clearer senseof how the learning is going. )inally" we talked about the importance of

always providing a clear task for students to perform during all activities

such as a lecture guide during a lecture#. 2oticing what students are doing

during a lesson and using that observation to guide future instruction is at

the heart of formative assessment.

)ocus: 0ach of you will teach in -en’s class" from bell to bell" one time

during the spring semester. &our planning for that lesson will largely take

 place between you and -en though am happy to provide any advice youmay want to ask me for#.

/his is an important e!perience because it is the one time you get to 'go

live( before an entire class with a lesson of your own design prior to your

student teaching internship. Dealing with your own emotions will be a big

 part of that e!perience. Seeing how things go from the drawing board to the

classroom is another big part of that e!perience. -ut also have as a goal

that you leave the lesson with some sense of how the lesson went for the

students44what they learned and e!perienced as a result of your instruction.

/o that end" would ask that each of you build in a formative assessment

task to your lessons. Many formative assessment practices are informal44

they are simply the teacher listening into a small group discussion or

noticing the degree to which students appear to understand and engage with

your material. 5ther formative assessments are a bit more concrete44we ask

the students to do or write something that we can collect and analy6e at a

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later point in time. 7raphic organi6ers" writing samples" and short daily

8ui66es are e!amples of this type of formative assessment practice. Please

look over this article for a review of strong formative assessment practices.

)or this lesson" would like you to collect a small" concrete student work

sample that you can analy6e after the lesson is over. 9ave students put their

names on their work so you can link work with individual students.

5nce you have collected the samples" look through them. onsider and write

up responses to the following 8uestions:

• 3hat were my goals;learner outcomes for the lesson<

• 3hat was my formative assessment strategy<

• Do the student work samples suggest my goals;learner outcomes were

met< /o what degree and by what percentage of the students<• 3hat student misconceptions are evident in the student work

samples< 3hat might you do in a future lesson to address those

misconceptions<

• 3hat strengths are evident in the student work samples<

• s my formative assessment strategy a clear and accurate picture of

what students know and can do< 5r did some students fail to put

forward their best efforts< 3hat can be done to improve your

formative assessment strategy in the future<

•

f this were your class" would you assign a grade to the work youreceived< 3ould you return it to students with feedback with or

without a grade#< 5r would you simply use it to inform your own

teaching< Any of these alternatives are reasonable. /alk about how

you would or would not link grades and feedback to your formative

assessment.

• 3as anything surprising about the work you received< f so" what<

Assessment: will assess your work using the following checklist. f you

have a suggestion for how to alter my checklist in order to assess your work

more fairly and accurately" please let me know=

 >>;* Strategy: &our formative assessment strategy gives you accurate and

valuable information in relationship to the achievement of your desired

goals; learning outcomes. /he strategy is one that students find interesting

and engaging.

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 >>;* Strengths and 3eaknesses of Student 3ork: &ou analy6e the strengths

and weaknesses in the student work samples including student

misconceptions#.

 >>;* onnection to )uture /eaching: &our ideas for how you would use the

results of your formative assessment practice to inform future instruction are

well reasoned and grounded in the evidence you collected.

 >>;+ 7rades: &ou provide a reasoned response as to how you would fit this

formative assessment performance into your daily routine44that is" you

 provide a compelling rationale for the 8uestion of how you would approach

grading and giving feedback on the student work sample.