What connections can you make between the teachers’ strategies to assess for learning and their eventual assessment of learning through a summative assessment? In other words, what can you see coming as preparation for a larger, more comprehensive summative assessment?

Teachers’ strategies to assess for learning and their eventual assessment of learning

 

Guided Response: Respond to a minimum of two classmates’ posts. What perceptions did you share? How did your perceptions differ?

I will attach my work so you can see what I share and differ with my Two peers.

Lezlie Porter

How each teacher models what you read and learned about formative assessments?

Mr. Mook used his formative assessments by asking questions and having students respond on the standard. By giving students incorrect answers, and having them figure out where the problem went wrong, is assessing whether students can figure out the strategies he has taught them. The exit tickets in second video are used as an assessment in deciding if students have comprehended the objective of the lesson.

Both teachers make a conscious effort to work with and engage their students throughout the learning process. Both teachers have created a safe learning atmosphere. The students are engaged and feel free to voice their opinions and do not fear answering incorrectly. They are working through problems together. The teachers are interested in how the students are finding their answers rather than right or wrong answers.

Our reading states of formative assessment “It consists of ongoing strategies such as questions, quizzes, and observation of student performances and products. It is designed to provide frequent and timely feedback aimed directly at improving teaching and learning” (Lefrancois, G.R. 2013. Ch. 1 Par. 8). Both teachers show their creativity by hands on activities, as well as the exit ticket method. Being creative and observing their students, will prove beneficial for summative assessment.

What evidence did you see and hear regarding formative assessments being an assessment FOR learning?  More specifically, how did each teacher assess during learning?

Each teacher made it a point to observe and come back to items their students needed a little extra help with. By framing it as someone other than his students made an error, gave the students power and safety in reworking the problem backwards and finding the error. By having an exit ticket strategy, the teacher knows where students are struggling and may need extra help. This is transpiring along the way in order to prepare for the final summative assessment.

Both teachers are hands on, and provide instant feedback to their students. The importance of formative assessment as provided by LeFrancois, is “Formative assessment is an integral part of the teaching–learning process rather than something that occurs only before or after instruction” (2012. Ch. 1 Par. 15).

How were they able to determine the current progress of their students in relation to mastering the objective?  How did each teacher model the provision of feedback?

Feedback from both teachers was within a couple days, and very positive. By providing students a safe environment, they are able to work together or alone in a manner that is non-threatening. The students know their teachers are more interested in how they come up with their answer rather than having the right answer. Both teachers observe their students and are able to pinpoint where some work is needed.

21st century skills model assessment in being a process between students and their teacher, and also could involve parents. By showing a commitment to a student’s achievement and progress, they trust the assessment feedback is important for the teaching-learning process. (Lefrancois, 2013).

What connections can you make between the teachers’ strategies to assess for learning and their eventual assessment of learning through a summative assessment? In other words, what can you see coming as preparation for a larger, more comprehensive summative assessment?

By conducting formative assessment, the teachers and students know what they must master before moving to the next step. If formative assessment is not part of the learning process, the students more than likely will not succeed at the end for the summative assessment. By mastering the material along the way, a student will retain the information and remember it when the summative assessment in taken. This will aid in reaching the educational goal for students and teachers.

Reference:

Lefrançois, G. R. (2013). Of learning and assessment [Electronic Version]. Retrieved from https://content.ashford.ed

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