How each teacher models what you read and learned about formative assessments?

 Mr. Mook approach to formative assessment is by assessing the students to solve problems and find errors in other problems to trouble shot how someone got the question wrong. The Other teacher used the method of exit tickets at the end of each subject for the day to understand what the students learned from the lesson. Both approaches evaluate how much the students learned, Mr. Mook used the error in other problem to assess what the students know and the activity gained their interest. What evidence did you see and hear regarding formative assessment being an assessment for learning? When Mr. Mook used the wrong answers to assess the students in finding the solution if they understand the steps to solve the problems. By doing that the teacher was able to see how much or how many of the steps the student knew to get the answer. The other teacher used the exit tickets during the end of the lesson daily to review what the student understood from the lesson. How were they able to determine the current progress of their students in relation to mastering the objective? According to Brookhart “ongoing strategies such as questions, quizzes, and observation of student performances and products. It is designed to provide frequent and timely feedback aimed directly at improving teaching and learning” (Brookhart, 2013). This is when the teacher use what the students may have learned or may have been confused in an chance to earn their exit ticket out of the lesson they should have learned or misunderstood exit tickets. Mr. Mook strategy consist of finding out how many student have the same common problem to figure out how to correct the problem the students ae not understanding. 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? I can see the teachers finding a way to reach the most students as possible by using effective formative assessment to challenge the student to correct their errors. With effective formative assessment, the students will have a good chance of using the building blocks to the unit to achieve and reach the highest grades possible.

Brookhart, S. M. (2013). “the purpose of educational assessment” How to create and use rubrics for formative assessment and grading. Pg 1.1

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