Formative Assessments

Assessment 1: This lesson for a Travel Literature course, is vital to the transition from learning about storytelling techniques to writing college essays. Surrounding the essential question, "If I want my story to matter how do I tell it" students are pushed to recognize the significance of each story that we read. We look at how authors use different techniques to draw the reader in, and get the reader to see what they value. Students were then challenged to apply this knowledge to one of the biggest stories they will ever write, the college essay. In just 650 words or less, students have to dedicate time and energy to ensuring that they select a significant event or part of their journey to share with their readers. Through peer editing and collaboration exercises, students build community and support each other to put together the best story of their abilities. Formative Assessments include the peer-editing form, observations of students' collaborative critical thinking during introduction editing, student revisions, and the personal essay itself. 

This piece of evidence shows that I have learned the following about assessment of learning:  "Formative assessment is a process, not any particular test. It is used not just by teachers but by both teachers and students." (Marzano, 2010, pg 22) To utilize formative assessments to the fullest, teachers need to invite students in to be part of the process. One of the unique but difficult parts of the storytelling unit is that not everyone is drawn to the same story. Yet, as a class, we can recognize the strategies and techniques behind the crafting of the story itself. We can understand that the subject is important to the author. Having students select a story that matters to them is difficult because you are asking students to be vulnerable. Yet, through various peer editing exercises, students can apply their critical thinking skills to help their classmates revise and develop better essays.