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Formative assessments are meant to check students’ understanding and determine what steps need to be taken in order for students to reach mastery of their skills.
Assessing Student Progress Ethically. The intern uses assessments in an ethical manner to document, monitor and support student progress toward learning goals and objectives. (#6LP1, #6LP3)
Using Assessment to Plan Instruction. The intern uses data from multiple formative and summative assessments to plan instruction to meet student needs. (#6LP3, #7LP2, #7LP3)
Providing Educative Feedback. The intern provides educative feedback to students. (#6LP2)
In my unit for Black Boy, 3 question quizzes were taken for every chapter. These quizzes were meant to check for their understanding of chapter, ultimately, to hold students accountable for reading. However, I can acknowledge that students sometimes have rough days, long work-nights, may need to take care of their health rather than homework, so performance on these quizzes can vary. What I implemented was “Redemption Questions” which provided an opportunity for students to gain recovery points from previous quizzes. Now the questions were different than what they had previously encountered, but they were questions from the same chapter that if they had taken the time to read that chapter again, they would earn some points back to their last quiz. Formative assessments should never be used to penalize students but to assess where students are at in the learning process, and so the Redemption Questions gave students a chance to recover their scores.
Analyzing poetry is difficult, especially when the language and nature of the artform is complex. Preparing my seniors for Macbeth, we spent a few weeks analyzing music, then poetry, before tackling Shakespeare. Working with mediums that my students are initially be comfortable with is important because they are invested in the songs and they learn to appreciate the song as artform by analyzing the poetic devices they find in it. And while it was a grueling, lengthy process, it built up their skills for identifying, applying, and analyzing how poetic devices influence the meaning and experience of the text.
Piece 1: "Take Me to Church" by Hozier
Piece 2 & 3: "Oceans" by Jay-Z feat. Frank Ocean
Piece 4: "Don't Quit" by Edgar A Guest
Piece 5 & 6: Macbeth 1.1
Whenever providing feedback, I always look for key items: a main claim, evidence, and explanation. While I do provide side comments, I always leave a final comment to summarize my thoughts and what directions they can take for the next essay.
If we expect students to grow as writers, constructive feedback is essential. Though our students often attach themselves to the grade, feedback is going to provide the guidance students need in order to become stronger writers. Throughout a series of impromptus, students begin to read the feedback and make the necessary changes in their writing as we continue.
My assessment philosophy is that the content of the essay serves more weight than the mechanics. When students have issues with grammar and spelling, I will identify it in their writing and offer assistance so they can gain those skills. Especially with rhetorical writing, I wanted the content of their writing to be their strongest asset because it would prepare them for the SAT. Being able to competently achieve the "task standard" was essential so that my students can feel confident enough going into their exams knowing how to apply their rhetorical analysis skills.
The first three screenshots are from the first impromptu this student wrote in my course. The last three screenshots are from his 5th in-class impromptu to showcase his growth by using the feedback he had received throughout the course
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