Summer EDF 4430 Module 3 Formative & Summative Assessment Activity Directions and template (6)
docx
keyboard_arrow_up
School
Indian River State College *
*We aren’t endorsed by this school
Course
4430
Subject
English
Date
Apr 3, 2024
Type
docx
Pages
3
Uploaded by JusticeElephantPerson1072
Formative and Summative Assessment
1. Imagine your future classroom (grade & subject area). You will be designing formative and summative assessments for your students. When designing these assessments keep in mind that you are not simply doing an assignment for EDF4430 but are creating tools that you may actually use in your classroom in the future. When designing the assessments imagine that you have been asked by a potential employer for samples of your assessments. Make sure you put in enough detail so that you would be proud to show these assessments to a principal who is considering hiring you. 2. Now that you have decided on a grade level and subject go to CPalms (see link below) and review standards applicable to your choice. http://www.cpalms.org/Public/search/Standard
For Part B (Summative Assessments) you may use 2 items from your Table of Specification completed for M2A1 – be sure to include all required items.
3. For this assignment you will be required to make two short formative assessments and two short summative assessments. Part A FORMATIVE ASSESSMENTS
(1) Grade
: 1
Subject
: reading
Standard(s) being used
: ELA
.
1.R
.
1.1
- Identify
and
describe
the
main
story
elements
in
a
story
.
Sample formative assessment
: After reading a story together in class the students will be shown
5 sections of the room that are labeled; setting, plot, characters, problem, solution (the 5 story elements) the teacher will then split the class into 5 groups and give each group a card with one of the 5 elements of the story we read on it and will be asked to discuss with their group where they think this element should go and then go stand in that section of the room. The teacher will walk around during discussions and take notes on the student discussions to ensure proper student understanding of the lesson. Then shuffle the cards and pass them out to the groups again
and repeat 5 times. Explanation
: This assessment is a good example of a formative assessment because it allows the teacher to assess the students understanding of the lesson without being formally graded, while the teacher walks around to listen to the discussions, they are also deciding whether the students understand the topic or need some more time with it before moving on. For this specific grade it has been created to keep the kids moving and motivated in a hands-on activity where they can also talk to their peers. For the subject of reading, it is also a great assessment because it gives the students
the opportunity to see other points of view and learn to articulate their points of view after reading a story. (2) Grade
: 5
Subject
: Mathematics Standard(s) being used
: MA.5.FR.1.1- Given a mathematical or real-world problem, represent the division of two whole numbers as a fraction.
Sample formative assessment
: When the students turn in their worksheets for this lesson to their cubbies, they will also utilize their traffic light cups. The students will be asked to put the corresponding color of cup on top of the stack to show their understanding of the lesson (red means I need help and don’t understand, yellow means I need more time, but I understand some parts, green means I fully understand the lesson and am ready to move on) Explanation
: This assessment allows the students to evaluate themselves which in turn can give the teacher more accurate information and for a mathematics lesson it is crucial that the students have a good understanding of the topic before moving on to another. Since the students’ traffic light cups are in their cubbies it gives them some privacy to be honest and not worry about being embarrassed for not understanding, which can be good for this grade level. Part B: SUMMATIVE ASSESSMENTS - (1)
Grade
: 5
Subject
: Social Studies
Standard(s) being used
: SS.5.A.6.3- Examine 19th century advancements (canals, roads, steamboats, flat boats, overland wagons, Pony Express, railroads) in transportation and communication
Sample summative assessment
: The students will be given the 5 W’s (Who, What, Where, When, and Why) worksheet with a word bank and will fill in the blanks, the worksheet will then be handed in to be graded. The students’ will be expected to have no mistakes as they have a word bank, and this lesson has been taught thoroughly. If not passed the students will be allowed to try again after some review. Scoring: see attached worksheet for teacher answer sheet
Explanation
: This is a good example of a summative assessment
for grade level 5 because it is fill in the blank so there will be less anxiety to the test rather than if it was short answer. For this
specific subject area, it is a good example because who, what, where, when and why are very important details/themes in this subject area. Lastly, this summative assessment will be collected and graded by the teacher to measure understanding of the lesson topic which is the main characteristic of a summative assessment. (2)
Grade
: 4
Subject
: Science
Standard(s) being used
: SC.4.E.6.1- Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure).
Sample summative assessment
Students will sort six rocks into three bins labeled igneous, metamorphic, or sedimentary with less than two mistakes. They will submit their bins to their cubbies in the back of the room for the teacher to grade. Scoring: An answer sheet is not possible for this assessment as all the rocks are different. The teacher must use their own knowledge to grade this assessment
. Explanation
: This is a good example of a summative assessment because it allows the teacher to
grade their work and decide whether the concept has been understood by the students. For this grade level it is also good because it is hands-on, keeping the students interested and able to apply the lesson to real life (rocks they may see outside every day) which in turn stimulates higher order thinking.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help