Assessment

Types of Questioning

Essential Inquiry Questions

As many teachers know, young students have great levels of curiosity. Essential inquiry questions grasp this curiosity to get the students interested in the upcoming unit.

Scaffolding Questions

Scaffolding questions focus on pedagogy and guide students to build on prior knowledge. They help students to make connections to what they already know to expand their knowledge.

Higher Level Thinking Questions

Higher level thinking questions are questions that cannot be answered with the basic recall of information. They push students to think beyond the literal question and the information in front of them.

Formative Assessment

Formative assessments are check-is that occur at multiple points throughout the unit. These assessments help teachers to identify what material needs more coverage, which students need extra support, and adjust the pacing of their curriculum.

Summative Assessment

A summative assessment occurs at the end of a unit. These assessments show what each student learned and retained throughout the entire unit. These assessments help teachers plan for upcoming units and identify students who need extra support.

Formal Assessments

Formal assessments are planned assignments in which students receive a grade. The purpose of these assessments is to provide insight on how much was learned in the unit and provide teachers with feedback on what they need to adjust in the future.

Informal Assessments

Informal assessments can be both planned and unplanned. Sometimes it can be as simple as a teacher asking a student a question to receive feedback. Most of the time informal assessments are tasks that students complete but do not recieve a final grade on.

Math Anxiety

Math is known to be one of, if not the most, difficult subjects in school. This causes students to experience feeling of nervousness and anxiety as well as a lack of confidence when attempting new math skills or being assessed on previously learned skills. When it comes to assessment and math anxiety. I have learned that it is best to avoid the word "test" and use a different term like "check-in". As soon as a teacher tells the students that they will be taking a test their feelings of anxiety skyrocket. These feelings of anxiety can impair students' abilities causing them to fail to rember things they know on an assessment or overthink.

Resources

Handley, T. (2018, September 25). Formative And Summative Assessment: The Differences Explained For Teachers. Third Space Learning. https://thirdspacelearning.com/blog/formative-vs-summative-assessments/#:~:text=Formative%20assessments%20are%20low%20stakes%20tests%20designed%20

McNulty, N. (2021, June 7). Formal and informal assessment | an introduction to class assessment. Niall McNulty. https://www.niallmcnulty.com/2021/06/formal-informal-assessment/

Seibert, S. A. (2022). Scaffolding questions to foster higher order thinking. Teaching and Learning in Nursing. https://doi.org/10.1016/j.teln.2022.09.008

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