2.7 Assessment
Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources. (PSC 2.7/ISTE 2g)
Artifact: Internet Lesson Plan Assessment
Reflection
In my Internet lesson plan using the ITSE template, I had to critically reflect on ways to assess students: to determine pre-requisite knowledge, with formative assessments throughout the task, and using the final project used as a summative.
Day 1 and Day 2 of this lesson will involve formatively assessing students. On Day 1, informal students questioning, observations, and discussions can determine the connections students are making to the derivative and the graph and the function. I utilized Padlet to create and facilitate student discussions, which I could then use as a formative assessment. The Padlet response will allow the teacher to read how the students have verbalized their connections and their findings. Along with previous assessment data, the Padlet discussion will determine how students should be grouped for the Day 2 activity.
Additionally in the lesson, students will be grouped homogenously in order to best scaffold students. The matching activity serves as both a formative assessment and a learning activity for students. The summative assessment for this standard, in the form of a student created screencast or video will be graded according to the following rubric, created by myself.
Effective use of assessments and their data would be to use to make changes in instruction. When students do not do well on formative assessments, design instruction tailored to address weaknesses.
I was able model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning, and my students were exposed to some new technology (Padlet) that could be used for collaborative purposes. Looking back, I do think I could have created a self-scoring formative assessment so that the students and I could gauge their progress throughout the unit.
Using better formative assessment practices was a school wide professional learning target and goal this school year. I gained some experience and practice with formative assessments. Additionally, I was able to share out my experience with how I assessed my students during a faculty meeting breakout session on formative assessments.
In my Internet lesson plan using the ITSE template, I had to critically reflect on ways to assess students: to determine pre-requisite knowledge, with formative assessments throughout the task, and using the final project used as a summative.
Day 1 and Day 2 of this lesson will involve formatively assessing students. On Day 1, informal students questioning, observations, and discussions can determine the connections students are making to the derivative and the graph and the function. I utilized Padlet to create and facilitate student discussions, which I could then use as a formative assessment. The Padlet response will allow the teacher to read how the students have verbalized their connections and their findings. Along with previous assessment data, the Padlet discussion will determine how students should be grouped for the Day 2 activity.
Additionally in the lesson, students will be grouped homogenously in order to best scaffold students. The matching activity serves as both a formative assessment and a learning activity for students. The summative assessment for this standard, in the form of a student created screencast or video will be graded according to the following rubric, created by myself.
Effective use of assessments and their data would be to use to make changes in instruction. When students do not do well on formative assessments, design instruction tailored to address weaknesses.
I was able model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning, and my students were exposed to some new technology (Padlet) that could be used for collaborative purposes. Looking back, I do think I could have created a self-scoring formative assessment so that the students and I could gauge their progress throughout the unit.
Using better formative assessment practices was a school wide professional learning target and goal this school year. I gained some experience and practice with formative assessments. Additionally, I was able to share out my experience with how I assessed my students during a faculty meeting breakout session on formative assessments.