Formative Assessment Techniques or Strategies Essay

Formative Assessment Techniques or Strategies Essay

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Formative Assessment Techniques or Strategies Essay

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Field Experience A: Observation – Assessment

Based on what you have learned from your observations, address the following questions in a 250-500-word reflection. Please put each question in a separate paragraph.

Describe some of formative assessment techniques or strategies that your mentor used during the lesson.

What types of questions did the teacher ask during the lesson?

How did the students respond to the questions?

What types of things are considered when creating summative assessments?

Formative Assessment Techniques or Strategies Essay

The following are some of the formative techniques used by my mentor. In the first place, there was use of Entrance tickets. This calls for the teacher asking questions while the learners use index cards to record the responses that they generate. Strips of paper can also be used where index cards are not available.  Another strategy is Think – Pair – Share, where the teacher poses a difficult question or challenge. This is

always in the line of content being learned. Individual students pair with each other to discuss the question and also to generate answers to the same. The students then share their answers with the whole class while

the teacher goes round listening to group findings and offering advice. Finally is the Ticket to leave where students write what they have learned and give to the teacher as they leave the class.

 

The teacher asks questions before the lesson that are general in order to know the students well and determine their level of understanding of basic concepts on what he or she intends to teach. The teacher will also ask questions based on the content to enable the students get a better understanding of the content. Finally the teacher will ask questions reflecting on the lesson to determine how well the student understood

the content delivered.

 

The students answered the questions in the following ways. Firstly, they used the 3:2:1 where they record the summary answers that they have come up with at the end of the lesson, and also include 3 new things they learnt from the lesson. The students also used journaling also called quick response where they recorded their reactions and experiences to the content they had learned in a variety of ways and finally they

used sentence stem where they completed three paragraphs with summaries whose beginning was provided by the teacher.

 

To create summative assessment the following factors must be put into consideration.it is important to consider the representative sampling or the material to be covered in the test that is going to be administered

since summative assessment is usually done after the completion of a course unit or period of study like a term or semester. Next, is the number or the length of the assessments? This is important since one has to understand the principles or requirements of every single summative test. Then, one has to determine if it will be made by   teacher or whether it will be obtained from the publisher according to the requirements of the

particular test. Finally, the level of preparation on the part of the students is a key requirement.

Formative Assessment Techniques or Strategies Essay

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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