Two Additional Formative Assessments
This lesson includes many other valuable pieces of assessment. Here is a more formal breakdown of two of these assessments.
Formative Assessment #2: Dozen Summaries
- Purpose and Stakeholders:
o The purpose of this formative assessment is to inform the teacher of student understanding throughout the story of Iraq’s history. The information derived from this assessment will both give the teacher immediate data to use in deciding whether to move on to the next slide or re-emphasize points from the current slide, as well as provide her with concrete information to look back on at the end of the lesson to get a more comprehensive look at the whole class’s understanding of Iraq’s history.
o Students will also benefit from this assessment because it will help them determine how well they themselves understand the information they have been taught. If they truly understand the important parts of the information so far, they should be able to sum it up concisely.
- Objectives Measured:
o Objective #2: TSW describe Iraq’s conflict in recent years (government and economy)…
o Objective #3: TSW describe Iraq’s government today, especially the new voting rights (government)…
-Data Produced:
o Data produced by the Dozen Summaries would be informal student learning (achievement) data. This data might look something like this.
Formative Assessment #2: Dozen Summaries
- Purpose and Stakeholders:
o The purpose of this formative assessment is to inform the teacher of student understanding throughout the story of Iraq’s history. The information derived from this assessment will both give the teacher immediate data to use in deciding whether to move on to the next slide or re-emphasize points from the current slide, as well as provide her with concrete information to look back on at the end of the lesson to get a more comprehensive look at the whole class’s understanding of Iraq’s history.
o Students will also benefit from this assessment because it will help them determine how well they themselves understand the information they have been taught. If they truly understand the important parts of the information so far, they should be able to sum it up concisely.
- Objectives Measured:
o Objective #2: TSW describe Iraq’s conflict in recent years (government and economy)…
o Objective #3: TSW describe Iraq’s government today, especially the new voting rights (government)…
-Data Produced:
o Data produced by the Dozen Summaries would be informal student learning (achievement) data. This data might look something like this.
- Action Plans:
*Since this assessment is rather informal, I can really only make broad generalizations about the group as a whole.
o If students as a whole sum up the slide accurately and concisely, they are ready to move on to the next slide, and then to the next portion of the lesson.
o If students in the class as a whole are struggling to come up with concise summaries of each slide, I will practice one slide with them and will make sure I speak more slowly and engagingly in the following slides. I will allow students a chance to ask questions on each slide.
Formative Assessment #4: Self-Check of Objectives
- Purpose and Stakeholders:
o The purpose of this formative assessment is for students to evaluate how confident they feel about mastering the objectives learned in the lesson. The information gained from this assessment will give students insight into how prepared they are for the final summative assessment. If they do not feel confident, they will know they need to spend extra time studying or see me for additional practice.
o As the teacher, I will also benefit from this assessment. By seeing how confident the students feel about each objective, I will have a general idea of the strengths and weaknesses of my lesson, and will know whether I need to spend more time on this lesson. This assessment will also give me information as to which students I should focus extra attention on in preparing for the summative assessment.
- Objectives Measured:
o Objective #1: TSW list one accurate basic fact about at least three out of four human characteristics of Iraq (language, religion, economic system, or cultural traditions)…
o Objective #2: TSW describe Iraq’s conflict in recent years (government and economy)…
o Objective #3: TSW describe Iraq’s government today, especially the new voting rights (government)…
- Data Produced:
o Data produced by the Self-Check of Objectives will be informal perception data. Students will be evaluating themselves on how confident they personally feel they are about each of the learning objectives. The data might look something like this:
*Since this assessment is rather informal, I can really only make broad generalizations about the group as a whole.
o If students as a whole sum up the slide accurately and concisely, they are ready to move on to the next slide, and then to the next portion of the lesson.
o If students in the class as a whole are struggling to come up with concise summaries of each slide, I will practice one slide with them and will make sure I speak more slowly and engagingly in the following slides. I will allow students a chance to ask questions on each slide.
Formative Assessment #4: Self-Check of Objectives
- Purpose and Stakeholders:
o The purpose of this formative assessment is for students to evaluate how confident they feel about mastering the objectives learned in the lesson. The information gained from this assessment will give students insight into how prepared they are for the final summative assessment. If they do not feel confident, they will know they need to spend extra time studying or see me for additional practice.
o As the teacher, I will also benefit from this assessment. By seeing how confident the students feel about each objective, I will have a general idea of the strengths and weaknesses of my lesson, and will know whether I need to spend more time on this lesson. This assessment will also give me information as to which students I should focus extra attention on in preparing for the summative assessment.
- Objectives Measured:
o Objective #1: TSW list one accurate basic fact about at least three out of four human characteristics of Iraq (language, religion, economic system, or cultural traditions)…
o Objective #2: TSW describe Iraq’s conflict in recent years (government and economy)…
o Objective #3: TSW describe Iraq’s government today, especially the new voting rights (government)…
- Data Produced:
o Data produced by the Self-Check of Objectives will be informal perception data. Students will be evaluating themselves on how confident they personally feel they are about each of the learning objectives. The data might look something like this:
- Action Plans:
o If a student gives him/herself all check marks, he/she feels confident about all of the objectives. This student may want to do a little more studying before the final summative assessment, but he/she should not need any intervention strategies.
o If a student gives him/herself a circle, this is cause for both the student and I, as the teacher, to take note. I will hold a quick mini-conference with the student to get a better understanding of what he/she does not understand. If the student has had trouble on summative assessments before, I will require him/her to attend at least one afterschool tutoring session or lunch conference with myself. Otherwise, I will point the student to specific pages in the text or specific worksheets we did in class for them to study. I will also encourage them to attend a session of afterschool tutoring or set up a lunch conference with myself.
If a student gives him/herself a question mark, I will answer the student’s question. If the question is simple and the answer relatively short, I will write the answer directly on the sticky note and return it to the student. If the question is deeper and the answer longer, I will verbally explain the answer to the class before the end of the day. Although other students may not have written the question down, they may also benefit from hearing the answer.
o If a student gives him/herself all check marks, he/she feels confident about all of the objectives. This student may want to do a little more studying before the final summative assessment, but he/she should not need any intervention strategies.
o If a student gives him/herself a circle, this is cause for both the student and I, as the teacher, to take note. I will hold a quick mini-conference with the student to get a better understanding of what he/she does not understand. If the student has had trouble on summative assessments before, I will require him/her to attend at least one afterschool tutoring session or lunch conference with myself. Otherwise, I will point the student to specific pages in the text or specific worksheets we did in class for them to study. I will also encourage them to attend a session of afterschool tutoring or set up a lunch conference with myself.
If a student gives him/herself a question mark, I will answer the student’s question. If the question is simple and the answer relatively short, I will write the answer directly on the sticky note and return it to the student. If the question is deeper and the answer longer, I will verbally explain the answer to the class before the end of the day. Although other students may not have written the question down, they may also benefit from hearing the answer.