…Engage education stakeholders in developing and adopting a shared vision for using technology to improve student success, informed by the learning sciences.
I designed this assessment for grade 2 students, science class. The unit topic is “Life Cycle”. The purpose of these formative assessment is to access students’ understanding of the Life Cycle and its connection with environmental necessities for animals and plants to survive. Also, the summative assessment allows teachers to access students’ critical thinking about the topic by illustrating the habitat and their responsibility to take care of the environment and “living things”, plants and animals.
I chose this assessment approach because, as a teacher, it provides me the possibility to access student’s understanding of each step in the unit. Also, both formative assessments enable quick feedback and self-assessment for students. The first formative assessment is designed with discussions between students and the teacher and finally with student’s taking notes. During the talks, the teacher can conduct students thinking, with instant feedback, preparing them for the writing notes. The second formative assessment enables students to discuss in small groups, share their thinking with peers, and the teacher can observe and evaluate them when making the recordings. It is easy for students on both assessments to access their understanding when sharing the ideas by comparing them. Those formative assessments provide useful self-assessment for students. Finally, the summative evaluation gives me, as a teacher, the ability to access students’ critical thinking, also to enable me to provide them with descriptive feedback. This assessment allows an exhibition for the school community, providing reliability and validity by sharing the results with other teachers, principal, and enabling teachers to share and discuss. The school community feedback and the students’ achievements are a valuable tool for me, as a teacher, to reflect in my unit plan goals and design.
To evaluate the assessments, I will compare students’ results to have some ideas about all classroom achievement. Also, following the rubric guide designed, according to the goals expected to students achieve on each assignment. The percentage of the assessments depends on how it provides me, as a teacher to access students understanding, and how deep I can access their knowledge. Thus, both formative assessments have fewer points than the summative assessment. The first formative assessment has 20% of the value, the second formative assessment has 20%, and the summative assessment has 60% of the value on this unit.
The validity or reliability of those assessments is built on the unit goal, comparing students’ achievement and comparing other teachers’ evaluations. The activities designed to enable me to obtain enough information about the learning of the students. Also, the assessments provide different ways to collect the students’ understanding, such as orally, writing, and creating art. To make sure about the assessments designed, I would share with my colleagues the other classroom achievements.
The preparation for each assessment is essential to achieve its goal. During the class, the teacher needs to explain and conduct the activity thoroughly, allowing students to understand what to do. Also, it is vital to facilitate the process of going to small groups or individually to help the students. After each assessment is crucial, give them the feedback, providing them the chance to work more for the next stage.