Assessment For Learning

The Big Five: Focus on The Major Skills of The Curriculum

Strategy # 1

"(Clarifying, understanding and sharing learning intentions") Rystad, (2013)

A good way to show your intentions for your students to understand and learn is,

if you want your students to draw a three dimension house, show them a picture of how a three dimension house looks like and don't forget to give them a picture of how a bad three dimension house looks like.

Strategy # 2

Engineering Effective Classroom using discussions, tasks, and, also activities for elicit evidence of learning (Rystad, (2013).

The example for this is one teachers used to teach a lesson i was in, in school and that is; turn the lesson into a game. This gets the class excited to learn as well as participate in learning and having fun at the same time.

Strategy # 3

Provide feedback to students that gets them moving forwards

Giving feedback is very important, however it must be given in a constructive way. i know personally that if a teacher only tells a student what they did wrong and not what they did right then first of all, they stop wanting to fix the problem and they learn they can never get anything right and, stop trying.

Strategy # 4

Having Students as a learning resource for each other

Having Students act like teachers works great for both parties. Teachers are always busy teaching the other students. Having a student that understands the work help another student that doesn't understand the work to understand the work is helpful for both.

Strategy # 5

Making Students owners of their own learning

A way to help students be owners of their own learning is; teachers can use what is called whip around. The teacher asks a question and the students have to write on a piece of paper 3 thoughts/responses/statements to the question. Once the students have all finished writing, the teacher then calls on random students to share what is on their paper of 3 thoughts/responses/statements. The students check off on their paper the ones that other classmates have said. Now the teacher continues to call on random students until each student has crossed those off their paper and have sat down. By doing this, the teacher gets the chance to hear the 3 thoughts/responses/statements off each students paper to determine if there is a general level of understanding or maybe there is gaps in the students way of thinking.

My ideas about: Formative and summative assessments

Formative:

Formative Assessment is the instructional process. When used in the classroom it gives information that is needed to make adjustments in teaching and learning during the time it is happening. With formative assessment, it lets both teacher and students know about the students understanding so that timely adjustments can be made. By using formative assessments it helps students achieve targeted standards-based learning goals in a certain time frame. What I like about formative assessment is that it is used to inform future practice of it's goals to improve teaching and learning for both teacher and student.

Summative:

Summative assessment determines a student's overall achievement level in particular areas of learning during a certain time frame. Teachers use summative assessment because it provides them with a detail summary of what students can do, know, and understand so far. Summative assessments is "(given periodically to determine at a particular point in time what students know and do not know)" Garrison, C & E, M. (1999-2016). Once an summative assessment is done, teachers can decide what other measures can be done to assist students that are behind.

Implementing Both:

After doing this work I feel that, both formative assessment and summative assessment needs to be used in the classroom, it offers a lot of growing as an teacher or an instructor. If these two assessments are used in the classroom then; the teachers/instructors can use the feedback to better plan out how to teach their students so that they can educate their pupils and learn how to better to help them.


References:

Garrison, C & E, M. (1999-2016). AMLE. Formative and Summative Assessments in the Classroom. retrieved from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx


Rystad, M. (2013, April 7). Assessment for learning [Video file]. Retrieved from http://www.youtube.com/watch?v=HcLMlY6R7RM


Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots . San Diego, CA: Bridgepoint Education, Inc.