Educator creates text - dependent
questions as formative assessments to determine mastery of students» learning, elicit higher - order thinking, and effectively structure differentiated instruction by designing questions of increased complexity based on Webb's Depth of Knowledge Levels and students» levels of proficiency.
DIAGNOSER: In this web - based assessment program, we have designed sets of
questions as formative assessments (e.g., assessments to inform learning and instruction rather than assign scores.)
Utilizing Webb's Depth of Knowledge levels, educator plans for and employs robust
questioning as a formative assessment to check students» understanding and inform instruction.
Not exact matches
Formative and summative
assessments Old - fashioned
assessments consume much valuable class - time, are either simple - minded in construction or labor intensive to evaluate, rarely work well across a broad range of students (it takes far too many
questions to differentiate at the low and high ends
as well
as in the middle), and their turnaround is too slow to yield useful information when you really need it.
This report serves
as a guide and framework to early childhood policymakers considering
formative assessment, outlining issues for consideration in implementing
formative assessment.This guide provides a practical roadmap for decision - makers by offering several key
questions to consider in the process of selecting, supporting, and using data to inform and improve instruction.
She administers
formative assessments including daily exit tickets
as well
as lab reports (which students are required to revise until they achieve mastery) and summative
assessments in the form of unit tests (i.e., «On our lecture days when we're not doing labs, my students always have a five -
question, exit - ticket style
assessment that they complete at the end of class to determine their mastery of the day's objectives.I also use labs
as a
formative assessment tool.»)
Formative assessment experts must be well versed in the common misconceptions inherent to their subject matter,
as well
as typical errors of student thinking, so that they can quickly recognize those cognitive patterns in their students» responses to
questions and tasks.
Formative assessment, rephrased for clarity
as informative
assessment, is classroom activity — from quiz to
question, discussion to observation, learning task to student feedback — that informs teachers about their students» learning and their own teaching.
Formative assessment strategies — such
as oral
questioning, writing prompts, and tests (Fisher & Frey, 2007)-- are essential if we are to develop the detailed knowledge of students» understandings and misunderstandings necessary to teach with precision.
Teachers who use
formative assessment as part of their everyday classroom toolbox... quickly identify important evidence of student learning and separate it from distracting information, readily perceive meaningful patterns among their students» responses to
questions and tasks, implement a broad range of
formative assessment strategies automatically and flexibly
as part...
The teacher will use information from this pre-assignment to customize the
formative assessment lesson to student needs and create
questions for students to consider when improving their work, such
as, Is it better to use this chart or that one to display your data?
In addition, these test prep
questions, whether short answer or multiple choice, can serve
as excellent
formative assessments for student learning.
Her expertise revolves around areas of curriculum and instruction, such
as implementation of the ELA Common Core State Standards or other standards - based curricula; backward design; differentiated tools, strategies, and
assessments; pre -,
formative, self -, and summative
assessments; writing instruction and
assessment; unit and yearlong curriculum maps; text - dependent
questions; and engaging instructional strategies that facilitate close reading.
By reading the
questions, teachers glimpse what students know
as opposed to waiting until the chapter test to find out whether all is well — in other words, they practice
formative assessment.
In this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define
formative assessment as an active, continual process in which teachers and students work together — every day, every minute — to gather evidence of learning, always keeping in mind three guiding
questions: Where am I going?
They will also use these good essential
questions to set the instructional focus and serve
as formative, summative, and authentic
assessments for lessons, units, and entire courses of study.
Common
formative assessment questions must be evaluated for quality and revised
as needed so that the inferences educators make from the
assessment results are accurate.
By the end of this training, participants will develop good analytical and reflective
questions they can use to set the instructional focus and serve
as formative and summative
assessments for deeper student learning experiences.
However, the Pathways can also be used
as a
formative assessment tool for principals, coaches, and teams to reflect upon team meetings and their responses to the four critical
questions of a PLC..
While
questions may be planned
as a summative
assessment, you have the power
as the teacher to adjust and shift them to serve
as a
formative assessment if you notice your students need more instruction.
Use
Questions for Both Formative and Summative Assessments: Remember these text - dependent questions can serve as either formative or summative ass
Questions for Both
Formative and Summative Assessments: Remember these text - dependent questions can serve as either formative or summative ass
Formative and Summative
Assessments: Remember these text - dependent questions can serve as either formative or summative a
Assessments: Remember these text - dependent
questions can serve as either formative or summative ass
questions can serve
as either
formative or summative ass
formative or summative
assessmentsassessments.