Formative

Formative assessments are used in this unit plan to provide feedback to the teacher and students regarding the learning process. These assessments allow the educator to evaluate areas in which students may benefit from additional or varied instructional methods. Also, to individualize the learning experience, teachers may provide alternative ways in which students may successfully demonstrate their learning. Assessment for Learning “encourages active engagement of students within the assessment process, so that they are users of assessment information to guide their own learning” (DeLuca, Volante, & Earl, 2015). Methods used in the unit plan include whole class discussions, small group work, observations, hand signaling, and self-assessments. Also, students submit completed works such as stories, graphs, art, and journals. The purposeful design and integration of a balanced approach to assessments were implemented based on specific desired outcomes (Stiggins & Chappuis, 2006, p. 12). As a result, teachers have access to continuous information to assess individual understanding and progress. In return, students are provided with regular and timely feedback about their learning. Overall, the teacher implementing this unit plan may select different assessment methods in order to promote the success of the students in their unique classroom setting.

References

DeLuca, C., Volante, L. & Earl, L. (2015). Assessment for learning across Canada: where we’ve been and where we’re going. Education Canada, 55(2). Retrieved from https://www.edcan.ca/articles/assessment-for-learning-across-canada/

Stiggins, R., & Chappuis, J. (2006). What a difference a word makes: assessment FOR learning rather than assessment OF learning helps students succeed. Journal of Staff Development, 27(1), 10-15. Retrieved from http://schools.nyc.gov/NR/rdonlyres/F2527757-3D44-4AC7-A458-FD4589AA1B27/0/Assessment_for_Learning_Siggins_Chappuis.pdf