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Formative and Summative Assessment
Formative and Summative Assessment
Drawing from multiple assessments allows me to find areas that need attention and revise the lesson plan to address these focal points. The assessments and exit tickets alert me to very specific needs. In the cell transport lesson, several students indicated on their exit ticket that the topic of phagocytosis confused them. This confirmed what I saw when they were asked to draw the processes on their white boards. Knowing this information allowed me to create a mini-lesson that addressed that specific issue the next day.
It is important to use relevant tools when assessing students to gauge if they are learning objectives and mastering concepts.
One of the objectives for the cell unit, based on standards, is Relate structure to function for the components of plant and animal cells (SC.912.L.14.2 ). The assessments were based on attaining these objectives. The assessment included drawing and annotating plant and animal cells, using Play-doh to build a plasma membrane, and creating a Venn diagram. Each step was accompanied by rich scientific discourse. These, and other activities, enabled the students to master the concept.
Another simple formative assessment I used at the start of the Properties of Water unit involved giving the students envelopes with one component of a puzzle. Each envelope contained either water molecule pieces, a hydrogen bond piece , and covalent bond pieces. Then I had them play a game called Silence! The goal was to create four properly bonded water molecules in small groups by walking around and silently showing other students their puzzle pieces and matching with what they needed. The first team to properly bond all four molecules won bragging rights.
There are so many ways to assess students other than the traditional paper and pencil test. I like to use whiteboards, Play-doh for modeling (as well as other materials such as pipe cleaners and beads), poster presentations, as well as others.
One example of using various tools was during the molecules unit the students played matching games to demonstrate their understanding of condensation reactions and hydrolysis, built the four protein structures with pipe cleaners and beads and labeled their artifacts, and completed a Jig Saw activity that had a writing component to it. Through these various assessment methods, I monitored the students' progress, achievement, and learning gains.
Students are unique learners with varying degrees of knowledge and learning styles. Some students need assistance with reading questions or larger text. To accommodate different learning styles I use a combination of teaching strategies during each class. For example, on a lesson on cells the students built models, listened to direct instruction, watched videos, played games, and listened to a song.
Using technology to organize and integrate assessment information is vital to collecting data and revising lessons.
One of the technologies I use is Kahoot! It is accessible both online in the class and from home as a study tool. I used Kahoot! as a pre- and post- assessment strategy in a STEAM classroom. The results from the pre-assessment were used as a guide to plan lessons that would specifically target areas that needed improvement.
Students and parents/caregivers are entitled to know how important the work is that the students is doing and how they are performing on assessments.
During a cell lesson, I had the students complete pre- and post- assessment to gauge the level of increased growth and understanding they achieved. It bolstered self-confidence and allowed the students to show their parents areas of growth.
Cell cycle, MItosis, Meiosis Lab Practical
Lab Practical Answer Key
Lab Practical Data Collection
I created a "Lab Practical" as a formative assessment. The students rotated stations and had 30 seconds to answer the question. At the end of 30 seconds, they moved to the next station. I collected their sheets and calculated which questions were missed and by how many students. From that data, I created a review lesson that focused on the most challenging areas. On each student's answer sheet I provided specific feedback. I look at grading as another opportunity to teach and encourage. For example, I pointed out to a student that he consistently correctly identified metaphase and anaphase during Mitosis. I suggested he use that as a basis for learning how to recognize Anaphase and Metaphase I and II in Meiosis. Look carefully at the number of chromatids, the colors to see if crossing over has occurred, and how many chromosomes he sees for each. I then gave everyone 10 minutes at the end of class to look over their feedback and work on their specific areas. As they worked, I went to specific students that seemed to need the most help. For the rest of the class, I had them work in peer groups.
The review included modeling with Play Doh, singing a song as a class that I wrote set to the tune of Kelly Clarkson's "Breakaway", playing a game called "Bluff". Bluff is played with the class divided into two teams. Team McClintock for Barbara McClintock and Team Curie for Marie Curie. I ask a question related to the content. Both teams need to listen in case the player chosen from the team whose turn it is misses the question. Every person on the team who knows the answer stands up. One person is randomly chosen to answer the question. If answered correctly, the team receives a point for each person standing. Students can stand even if they aren't sure of the answer in hopes they won't be called on. (Bluff) If the person chosen can't answer the question, the team will lose one point per person standing and the other team can now stand and deliver. I study guide created from the lab practical questions was also provided to the students.
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