Formative AssessmentThe Goal Of Formative Assessment

Questioning/Wondering – ask questions based on material in the text. Read with an eye toward finding answers to questions.

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

During web based instructional design (WBID) and development, formative evaluation will occur from school experts including the schools technology manager, assistant principal of curriculum, and the business department chair. They will review the materials presented in the WBI (web based instruction) elements for design, content, graphics, structure, message, and technical specifications. Formative of the final WBI prototype will take place as a small group of students (one section) field test the WBI over a term. Test and assignment scores, student participation, surveys, and discussions with students will assist with determining the relative successes and failures of the program as well as areas that need improvement.

Initial assessment can be described as set of procedures we go through to determine what previous experience, skills and abilities a learner has. The process may include skills scan screening for numeracy, literacy and language as well as learning styles and skills abilities, and recognise any prior R.P.L .The results of initial assessment should form individual learning plans so that training and support are delivered that will meet the needs of each learner .Formative assessment is the on-going assessment made in order to adapt to learners needs and respond to learning. Formative assessment helps you keep record of learner’s progress and

reasoning that is being described. In some places, the text describes a narrative or story of events that led to

He also wants to take a closer look at the author’s word choice. His analysis will include references to the text and other outside sources.

aims to provide a well-balanced approach of reading a text and responding to comprehension questions to give a retelling of events.

LA.3.1.7.3, LA.4.1.7.3; The student will determine explicit ideas and information in text, including main idea, supporting details, implied message and inferences, and chronological order of events.Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Quote: ______ or Paraphrase Cited by chapter/page: _____ Paragraph 2: Clear explanation of how the setting was a good place for a mystery _____ Clear explanation of how setting helped develop the conflict _____ Example 1: ___________________ Quote: ______ or Paraphrase Cited by chapter/page: _____ Example 2: ___________________ Quote: ______ or Paraphrase Cited by chapter/page: _____ Paragraph 3: Clearly explains opinion about the number and development of characters _______ Clear explanation of why think/feel this way about character development

When writing your response there are a number of key words and phrases that you can use to help you make links between the texts and develop your comparisons and contrasts

The Questioning the Author (QtA) technique is an inquiry into the text to determine if the author has provided a clear message. The reader becomes a critic of the author and questions the author’s intent and the text. Student centered text discussions replaces the traditional way of teachers asking questions, hence, allowing more discussions collaboratively between the students. Through the QtA routine and a list of generic questions supports student-reading comprehension (Jones & Leahy, 2006)

Student should stop reading, consider the words or phrases in the context, and then continue

How is this communicated in the texts you have studied? In your response, consider the motivations driving the events in your texts.

Moreover, the teacher also gave them examples of wrongly phrased passages that changed the meaning of the passage. Students were told that slash lines in the material they would read divided the material into thought units and that if they could use these to organize their thought, their comprehension

Recently, whenever I hear current teachers discussing about assessing students, ‘Formative Assessment’ is sure to be highlighted. Nowadays this method (formative assessment) is becoming popular among schools and is being applied widely in schools including my own school. Loughland and Kilpatrick (2015) identified in the few past decades, formative assessment has turned out to be the main goal for teachers and educational systems. On the foundation of Loughland and Kilpatrick (2015) findings and from my experience in the field of teaching, I found out nowadays teachers and school stakeholders strongly feel that formative assessment is the best method to assess in order to enhance students’ learning. For these evident reasons, I am interested in finding