Posted: April 28th, 2020

Formative assessments (please respond to my two peers) no word count

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  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.

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.edu/

 

 

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

Formative assessments are an effective way to guide instruction and check that all students understand the subject. The assessment is used while you are teaching instead of waiting until the end of the lesson. Frequently if we use assessments correctly there might be a chance that lessons may slow when we determine that some students did not get it and we need to re-teach the material.

Doing an assessment where the test or assignment won’t go toward the students report card or final grade but its for your records to see what the student is learning and where you need to improve is what Drew Crandall uses to assess the students. He uses the Exit Ticket assessment. Benjamin Mook like to use the authentic assessment where he assesses them then use a couple problems to work out on the board to help the students who missed that question.

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

• Mook gave his students wrong answers to questions on purpose, so they could think strategically and learn ways to solve the question.
• Crandall used exit tickets and told the students that it was a summative assessment but just to see what they have learned.

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?

Mr. Crandall determined the current progress of his students by having them complete exit tickets which showed him what his students understood from his lesson. He gave them feedback by applauding them for their effort. Mr. Mook determined the current progress of his students by the worksheet that contained incorrect answers so that the students could work the problem and see where students went wrong and see the logic in that.

What connections can 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?

The connection that can be made is that both teacehrs are wanting to see where their students are in terms of learning. Both Mr. Crandall and Mr. Mook methods are great and what they are doing could be called differentiated instruction because they have two different approaches but they end up with the same result which is making sure that students are grasping the materials that is being presented. I really enjoyed both videos because it gave two different perspectives and strategies that can be used to make the classroom effective and the learning environment comfortable and relaxed.

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