Formative Assessments

According to Chapter 1 of the required text, Formative assessment is assessment FOR learning. Summative assessment is assessment OF learning. Formative assessments occur during the lesson as opposed to the end of a unit of instruction and should be the primary focus of assessment in schools. Additionally, formative assessments allow the teacher to support learning by generating feedback to students to determine their current progress and where they are in relation to mastering the objective and/or standard.

View the following short videos:

Keeping It Relevant and “Authentic”
Written transcript available on website.
Assess and Plan with Exit Tickets
Please click here for a written transcript of the video.
Discuss:

How each teacher models what you read and learned about formative assessments?
What evidence did you see and hear regarding formative assessments being an assessment FOR learning? More specifically, how did each teacher assess during learning?
How were they able to determine the current progress of their students in relation to mastering the objective? How did each teacher model the provision of feedback?
What connections can you make between the teachers’ strategies to assess for learning and their eventual assessment of learning through a summative assessment? In other words, what can you see coming as preparation for a larger, more comprehensive summative assessment?

 

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Instructional Plan Design Analysis

Three instructional plan templates constructed by a variety of leaders in education provide solid examples of what quality instructional plans should include. The work of Madeline Hunter dates the furthest back and is still used today, primarily in the elementary setting. Grant Wiggins and Jay McTighe provide a more modern approach to curriculum and lesson design with their model of Understanding by Design (UbD). Others, as modeled by the New York State Educational Department, work closely to align their instructional plans with the Common Core State Standards.

Review each of the provided instructional plan designs:

• Common Core aligned instructional plan template
• Understanding by design-backwards design lesson template 
• Madeline Hunter’s lesson plan format 

 Analyze each instructional plan and structure a Word document, essay-style as such:

1. Introduction: Introduce the essential elements, purpose, and value of creating and following a high-quality instructional plan. Include a thesis stating your intent to highlight key elements of each respective plan as well as your intent to identify what you find to be the most effective plan while justifying your reasoning.
2. Body: Discuss the following for EACH instructional plan design. (Do not list—this is paragraph format without headings/subheadings.) 
   • The source’s name (i.e.; Hunter).
   • Key components representing most essential instructional plan requirements (standard, objective, activities, assessments, etc.).
   • Unique components (What makes each plan different from the others? What is notably missing or added compared to the others?).
   • Description of how Gradual Release of Responsibility Model is or is not represented.
   • Description of how assessment is embedded and potentially supports informing a teacher of student mastery of the objective(s).
   • Evidence that the instruction plan stimulates critical thinking. 

Your intent in this first part is to: 

1. Inform the reader through the introduction and body.
2. Identify the instructional plan template that YOU believe is the most well-rounded and high-quality and justify your reasons with research and examples. 
3. Conclusion: Make a selection between the three templates as to which one represents the best instructional plan to you. Include the key elements you’ve explored thus far. Explain its strengths, and recommend two ways to make it more effective and high quality. Be sure to justify why enacting your recommendations would make it better. Your essay will be between four to five pages, not including the required cover and reference pages, and should follow APA formatting requirements. You must include a minimum of five peer-reviewed articles or web references (in addition to the textbook), including the three from which the templates came, at least one from any reference used in Weeks One or Two, and one outside source of your own.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

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21st Century Instructional Plan: Plan Design & Description

Part 1: Instructional Plan Design & Description

Synthesize what you have learned thus far by developing an instructional plan utilizing one of the templates provided in Week Two. Be sure to consult the Instructor Guidance for added support in creating a high quality instructional plan.
Your instructional plan must include the following components regardless of the format you choose:

• Grade level content standard (using either math or ELA standards)
• Appropriate ISTE standards for students
• Learning objective (clear, measurable, describes WHO will do WHAT and HOW)
• Gradual Release of Responsibility (each phase clearly labeled and utilized)
• Differentiated instruction (how you will reach all learners)
• Evidence of purposeful rigor and student thinking – at least two levels of Depth of Knowledge (DOK), clearly labeled
• At least one purposeful question posed by the teacher to promote critical thinking
• Assessment FOR learning; provide two different ways to assess including authentic formative assessment
• Use of technology that supports the learning outcome and instructional strategies

Part 2: Description
Following the instructional plan and within the same document, provide a one- to two-page synopsis of your plan, in essay format. Elaborate on areas that are difficult to show on the instructional plan, such as how you applied Webb’s Depth of Knowledge (DOK) to the activities and/or assessments. 

• Describe the stages at which you will assess students, and explain how you will use this data to adjust your instruction and provide students with feedback.
• Last, discuss the technology you chose to integrate and the purpose it will serve in helping students meet the learning objective.

Cite at least three scholarly sources, including those prescribed for the week’s learning, CCSS and ISTE standards.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

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21st Century Instructional Plan: Student Population

Part 1: Instructional Plan Design 
This week you will construct a new instructional plan by considering your student population. Regardless of grade level, your class consists of 27 students. Of those, two are diagnosed with specific learning disabilities (SLD) in reading and math. One student has Attention Deficit Hyperactivity Disorder (ADHD). Moreover, you just received a student last week who is not fluent in English (ELL). Your school follows a full English immersion program. Therefore, you and the student are getting very little “extra” support. 
Synthesize what you have learned thus far by developing a new instructional plan utilizing one of the templates provided in Week Two. Your instructional plan must include the following components regardless of the format you choose:

• Grade level content standard (using either math or English Language Arts [ELA] standards)
• Learning objective (clear, measurable, describes WHO will do WHAT and HOW)
• Gradual Release of Responsibility (each phase clearly labeled and utilized)
• Considerations for unique learners (differentiation, accommodations, modifications through instructional activities AND assessments for the specific students identified as having diagnosed disabilities and language barriers. You must be more deliberate in how and where you interject your differentiation, modifications, accommodations, and so on within your activities, etc.
• Evidence of purposeful rigor and student thinking – at least two levels of Depth of Knowledge (DOK), clearly labeled
• At least one purposeful question posed by teacher to promote critical thinking;
• Assessment FOR learning; embed three different ways to assess FOR learning, including authentic formative assessment

Part 2: Description

Following the instructional plan and within the same document, provide a one- to two-page synopsis of your plan, in essay format. Elaborate on how you determined the types of accommodations/modifications needed throughout your lesson activities and assessments. Describe how this plan sets ALL of your students up for mastering the objective and a future summative assessment.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

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