Embedded Files
EVIDENCE #1: Exit Ticket activity as formative assessment tool for French 1 High School Class. Please see here examples from different students from this class.
DESCRIPTION: This activity took place at Middlebury High School during my teaching internship. I planned and taught the introductory lesson for a new unit on the theme of "Home." Our learning objectives covered new vocabulary words for both interiors and exteriors of homes and the study of different types of homes in francophone countries. In order to quickly assess several concepts covered, I asked students to jot down three things they learned, three things they would like to learn and what their favorite instructional activity was at the end of class.
ANALYSIS/REFLECTION: This was a quick and useful way for me to see what resonated with students from the lesson, as well as what they were interested in for the planning of future lessons. It also was illuminating to see their preferred instructional activity. It was interesting to see what they each honed in on as we covered a lot of material and new vocabulary during the introductory 80 minute class lesson. Most students noted that their favorite part of the class was the "project part."
The term "assessment" is fairly new to me, in an educational context at least. I have recently understood that many of the knowledge measurement tools/activities I have created in the past such as cooperative learning projects, projects in general, homework assignments, quizzes, tests and oral evaluations, were indeed "assessments."
The concept of an "exit ticket," I first heard of when substitute teaching at Champlain Elementary School this winter. I have learned it is usually a quick activity, as students are leaving, and is not graded. I have grown to love exit tickets and it is an assessment tool that I will definitely employ in the future. My professor for the Reflective Practice and the Peer Review Portfolio class I took, Dr. Juliette Longchamp, also shared some valuable resources. I would like to work on developing more precise questions to assess students' understanding as well as learn how to use Google Polls to record data from exit tickets throughout the entire class semester or quarter. This information would be very helpful in planning lessons with differentiated instruction to help meet the knowledge gaps that are revealed. In using this evidence, my grasp of this teaching standard is illustrated as I used the exit-ticket tool to monitor student learning for the class.
EVIDENCE #2: Verb Review formative assessment tool for 8th Grade French II Class.
DESCRIPTION: This verb review was a formative assessment given in an 8th Grade French II class at Edmunds Middle School in Spring of 2017. The class had been working on verb conjugation of the two irregular verbs "être" and "avoir" in the present tense. I gave it at the end of a lesson on this.
ANALYSIS/REFLECTION: In class we had been working on the conjugation of verbs overall, with a focus on the main irregular verbs of "être" and "avoir.". As the French students at Edmunds had been without a consistent French teacher since the end of quarter 1, we were doing some review.
To begin the class, I had written on the board an overall summary of verb conjugation. Using the metaphor of an egg, I explained that the egg in totality is the infinitive form: to be, to have. Then the egg is cracked and the yolk runs into the subject pronouns on one side and the verb in its correlating form. In previous classes we had reviewed subject pronouns.
The class had practiced this in teams of two at the board which generated much excitement. One team had the guest verb "avoir," and the other team, "être". They were told in advance what their verb was and they were allowed to study it for 5 minutes before beginning. The teams lined up next to each other and the first person wrote the infinitive. They then passed the dry erase marker to the person behind them who proceeded to write the subject pronoun and correlating verb form and so on. When the first team had finished, this round was finished and we checked their work together. We then switched verbs.
At the end of the class I gave them a non-graded assessment to gauge what had been retained and what needed more practice. This reflects a mastery of this teaching standard using and modifying assessments to support learner progress and goals. It served to provide the students and myself with a great measurement of what we needed to work on. As I grow as an educator, I would like to grasp how formative and summative assessments are accounted for when completing grading requirements for the school.
Click here for Teaching Standard 6.2
Click here for Teaching Standard 6.2
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