edu645 learning assessment 21st century discussion 1 2

I will pay $15 DQ 1 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” • Assess and Plan with Exit Tickets 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? Guided Response: Respond to a minimum of two classmates’ posts. What perceptions did you share? How did your perceptions differ? Note: Before the last day of the week, you are expected to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking. DQ 2 Standards and Objectives 1. Describe the purpose of a learning standard (referred to as a goal in Chapter 1) and the critical components of a learning objective. o How would you differentiate between the two if attempting to explain it to somebody else? o What is the relationship between formative assessments during instruction and the standards and objectives of that lesson? 2. Take the challenge Karen Lea presents in her blog article Meaningful Connections: Objectives and Standards. Select a grade level standard and design two learning objectives AND a way to assess students FOR learning for each objective. Be sure to use the criteria for writing high-quality objectives as discussed in your assigned reading and videos. Guided Response: Respond to at least one classmate with objectives and assessment ideas in the same grade range you chose (Pre-K-2nd, 3-5, 6-8, 9-12, and other) and one with objectives and assessment ideas in a completely different grade range. • Are their objectives clear and measurable? • Do they identify specifically, what the STUDENT will be doing and how? • Are they aligned (related) to the given standard? It is important to remember professionalism in your feedback. You are to give constructive feedback by giving the author a different lens with which to view their original ideas. Therefore, provide them with a specific suggestion for making their objective and/or assessment more complex according to Bloom’s Taxonomy Note: Before the last day of the week, you are expected to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking.