Reflection Of A Third Grade Math Interview And Observation At Sharpsville Elementary

A formative assessment provides informal feedback and information during the teaching process. This assessment measures student progress and performance thus allowing further improvement and development. It can also assess the teacher’s progress as an instructor, enabling the teacher to evaluate the effectiveness of their teaching methods.

Formative assessments are extremely important in the classroom to tell whether students are learning the content or not. The teacher utilized hand signals, graphic

Teacher developed assessments can be reliable as well as challenging. A teacher made assessment, in this case, the teacher made assessment for the mini lesson on adding and subtracting fractions within the context of word problems has a few characteristics that make it reliable. The first reason that this assessment is reliable is that it directly tests knowledge that was taught during the day 's mini lesson. It focuses on the exact types of math problems that the students did in whole groups and independently. This

Formative assessment takes place during learning and is aimed to help learning and teaching by giving appropriate feedback (Lewy, 1990). Nitko (1993) named two purposes of formative assessment: (a) selecting or modifying learning procedures, and (b) choose the best remedies for improving weak points in learning and teaching. Gattullo (2000) characterized formative assessment as “(a) it is an ongoing multi-phase process that is carried out on a daily basis through teacher–pupil interaction, (b) it provides feedback for immediate action, and (c) it aims at modifying teaching activities in order to improve learning processes and

Formative assessments are focused on the sharing of information and teacher-student communication; teachers model how they wish the lesson outcome to appear, students use questions and other learning techniques to get to that point. Formative assessments typically involve open-ended questions, asking students in groups or individually not whether they understand, but to give an example showing they understand. This puts both students and teachers on target for success within the micro and macro learning structure. Summative assessments, in turn, are based on lengthier process after a project, at individual points in a paper, etc. and require

The purpose of this paper is to discuss the issues surrounding the use formative assessments to evaluate student performance in the classroom. The article Inside the Black Box by Black and William explores the gains students achieve collectively by implementing formative assessment methods while revealing the lack of progress of high-achieving students. The paper will also explore the pros and cons of applying formative assessment methods hands on in the actual classroom. Methods of formative assessment have proven to improve overall performance for the students as a whole, but are more beneficial for students who are low achievers.

The practice of summative assessment is something which has been prominent for a long while in mainstream education and teachers, students and the school as a whole are judged upon this achievement (Black et al, 2003). Whilst my initial perception of assessment tied into this idea of summative assessment, being the testing, ranking and grouping of students accordingly, it was this process which to begin with was invaluable in my planning as I could not gather understanding of ability from many other sources(Steinberg and Kincheloe, 2006). Trotter (2006) views correlate to my experience in that he suggests previous assessment results serve as a substantial benchmark for “student’s performance” and can be valuable to planning lessons accordingly.

Formative assessments such as checks on learning are a good way for me to monitor my student’s progress through the lesson, as it assesses the student as their learning is in “formation.” I can continue to monitor their progress and modify my lessons to match their needs and alter course or reinforce specific areas my assessment highlights. I also like formative assessments as it is low stakes throughout the process, so it does not put pressure on the student’s, alleviating their fear or stress that they might feel otherwise.

Formative assessment – is assessment for learning. It is used at the beginning of an instructional period and during the process of instruction as teachers check for student understanding. Diagnostic tools determine what students already know and where there are gaps and misconceptions. Formative assessment also includes assessment as learning, where students reflect on and monitor their own progress. The information gained guides teachers’ decisions in how to enhance teaching and learning. Students will reflect on and monitor progress; this progress intern becomes assessment as learning because it contributes to students planning for future learning goals. (Chappuis, 2009, p.4)

The next type of test that is useful for educators and students themselves is formative assessment. As these happen all throughout the school year, this type of test provides students with continual feedback and gives them an idea of where they are in terms of understanding the content and developing as a learner. Thus, the depth of feedback

contrast… - suggest how… - what do you think… - why does the author suggest… - what impression…

Efficient educators know and understand the importance of selecting, planning, and implementing effective assessment tools and strategies that measure student’s levels of understanding. Different types of assessments are used for a broad range of purposes that include formative, placement, diagnostic, and summative assessments. However, the main purpose is to “foster learning in all its forms” (Lefrancois, 2013, Ch. 6.1). Teachers use pre, formative, and summative assessments to determine what students know before, during, and after instruction. Each measurement is used to plan, modify, and adjust instruction to meet the needs of all learners. Although each form of assessment plays a critical role in ensuring all students succeed, educators

A summative assessment that would be utilized to address the lesson’s objective would be teacher designed and a constructed appraisal to address the various modifications used throughout the given lesson. Individual students would be able to provide their individual clarified understanding of the concepts that were covered through their chosen answers. This particular assessment’s evaluation could then address further clarifications or continue to the next sequential math topic.

Assessments are tools used to gather data. Effective classroom teachers use assessment tools to gather data not only about how their students are learning, but also to monitor their own teaching. Two types of commonly used assessments are formative and summative. Each one is important, but it is important to note that one significantly affects the results of the other. “Formative assessment is the process of gathering evidence of student learning, providing feedback to students, and adjusting instructional strategies to enhance achievement” (McMillan, 2014, p. 93). From this definition, the purpose of formative assessments is to monitor student learning and is often referred to as an

On December 5, 2017, I spent my fifth session with class 3-213. As a prospective student teacher, this day provided me with a plethora of information regarding questioning. For my first few weeks of observation, I focused on the differing forms of instructional planning, assessment, and interdisciplinary instruction. However, this week I listened carefully to the types of questions the teacher asked the students. Mrs. Diaz is truly a remarkable teacher, who carefully plans her questions to execute informal assessments. She uses these questions to measure student performance, while simultaneously stimulating collaborative and encouragement in the classroom. Based on this idea, Mrs. Diaz continuously asks questions throughout the duration