FORMATIVE ASSESSMENTS
"The use of frequent formative assessment helps make students thinking visible to themselves, their peers, and their teacher. This provides feedback that can guide modification and refinement in thinking." Bransford, J. D., Brown, A. L. & Cocking, R.R. (2000)
" Formative assessments -ongoing assessments designed to make student's thinking visible to both teachers and students -are essential. They permit the teacher to grasp the students' preconceptions, understand where the students are in the "developmental corridor from informal to formal thinking and design instruction accordingly." Bransford, et al. (2000)
1. Observation
Informal observations are a valuable way to gauge the abilities of the students and their level of understanding. Through observing the interactions and behaviour of the students, I can make adjustments to the lessons and give support where needed.
2. Sharing
The children are given regular opportunities to share their learning. This gives them the opportunity to notice and verbalize their learning, and then begin to think about ways to improve themselves as learners.
3. Responding
At regular intervals during the inquiry process, the students will be asked to stop and show their thinking in some way. For this first unit I will be dictating the style and methods to be used but as their skill level develops, the students will begin to make more choices about how they want to show their thinking.
OPPORTUNITIES FOR FORMATIVE ASSESSMENTS IN THIS UNIT
INFORMAL
Lesson 1 -share what is a symbol on popplet -share the favourite symbol from search 1
Lesson 2 -share favourite flags
Lesson 3 -explain the story of their flag
Lesson 4 -share a batik from home
General observations of competency with the technologies, partner-work, ability to follow instructions and record their thoughts.
FORMAL
Learning Log -enter their initial answer to the question "How do we show who we are?"
Learning Log -show and talk about their flag
Several ongoing entries to the Learning Log TBA
Develop a checklist for participation in the activities
Develop a checklist for interaction with the different technologies
SUMMATIVE
We will use rubric and a checklist to assess the final project
(these will be developed with the grade level team)
There are several points we would like to consider in the final assessment
1. How they explain their symbol and how it represents themselves?
2. How they explain the story behind our class symbol?
3. How do they answer the initial question "How do I show that I belong?"
4. How deeply do they reflect on their learning and set goals for themselves
(What did I learn, what would I do differently, what am I going to do next?)
Bransford, J. D., Brown, A. L. & Cocking, R.R. (2000). Learning: From speculation to science. In J.D. Bransford, A.L., Brown & R.R. Cocking (Eds.), How people learn:Brain, mind, experience and school (pp. 19,24). Washington, D.C.: National Academy Press. Retrieved from http://www.nap.edu/openbook.php?isbn=0309070368
"The use of frequent formative assessment helps make students thinking visible to themselves, their peers, and their teacher. This provides feedback that can guide modification and refinement in thinking." Bransford, J. D., Brown, A. L. & Cocking, R.R. (2000)
" Formative assessments -ongoing assessments designed to make student's thinking visible to both teachers and students -are essential. They permit the teacher to grasp the students' preconceptions, understand where the students are in the "developmental corridor from informal to formal thinking and design instruction accordingly." Bransford, et al. (2000)
1. Observation
Informal observations are a valuable way to gauge the abilities of the students and their level of understanding. Through observing the interactions and behaviour of the students, I can make adjustments to the lessons and give support where needed.
2. Sharing
The children are given regular opportunities to share their learning. This gives them the opportunity to notice and verbalize their learning, and then begin to think about ways to improve themselves as learners.
3. Responding
At regular intervals during the inquiry process, the students will be asked to stop and show their thinking in some way. For this first unit I will be dictating the style and methods to be used but as their skill level develops, the students will begin to make more choices about how they want to show their thinking.
OPPORTUNITIES FOR FORMATIVE ASSESSMENTS IN THIS UNIT
INFORMAL
Lesson 1 -share what is a symbol on popplet -share the favourite symbol from search 1
Lesson 2 -share favourite flags
Lesson 3 -explain the story of their flag
Lesson 4 -share a batik from home
General observations of competency with the technologies, partner-work, ability to follow instructions and record their thoughts.
FORMAL
Learning Log -enter their initial answer to the question "How do we show who we are?"
Learning Log -show and talk about their flag
Several ongoing entries to the Learning Log TBA
Develop a checklist for participation in the activities
Develop a checklist for interaction with the different technologies
SUMMATIVE
We will use rubric and a checklist to assess the final project
(these will be developed with the grade level team)
There are several points we would like to consider in the final assessment
1. How they explain their symbol and how it represents themselves?
2. How they explain the story behind our class symbol?
3. How do they answer the initial question "How do I show that I belong?"
4. How deeply do they reflect on their learning and set goals for themselves
(What did I learn, what would I do differently, what am I going to do next?)
Bransford, J. D., Brown, A. L. & Cocking, R.R. (2000). Learning: From speculation to science. In J.D. Bransford, A.L., Brown & R.R. Cocking (Eds.), How people learn:Brain, mind, experience and school (pp. 19,24). Washington, D.C.: National Academy Press. Retrieved from http://www.nap.edu/openbook.php?isbn=0309070368