See attachments for the discussion subject, discussion instructions, and the IIP project where you can see the topic that is being used.
Reply to the two below:
Christine:
Kahoot Link: https://create.kahoot.it/share/lets-define-the-terms/4076a86b-a146-475b-919c-78253b2c344eLinks to an external site.
The assessment I chose to do was on Kahoot. I know students love this resource and thought it was a fun way to engage students in learning their vocabulary. The name of my assessment is called Let’s Define the Terms! This assessment is for 1st grade and is designed around the learning standard SOL 1.9. The student will read and demonstrate comprehension of a variety of fictional texts. f) Identify characters, setting, and important events. h) Identify the main idea or theme. My learning objective is for the students to identify terms such as character, setting, plot, and theme, with 6 out of 8 accuracies. Each vocabulary word is worth 2 points. Students must hit 6 points to achieve the learning objective successfully. Upon reflection of this assessment, I felt I did a good job connecting standards to the Kahoot assessment. I felt that I created questions that were appropriately intended for 1st-grade readers. One weakness I feel I had was that I could have created corresponding pictures to go along with the questions. This would have been great for visual learners, as well as ELL learners. I think moving forward I would take more time on the Kahoot and add those extra details.
Feedback on the scores will help me determine who has learned the meaning of the vocabulary words and who has not. For those students who are under 6 points, I would pull those students at my back table and begin modeling for them what I am looking for. I would show them our vocabulary words and give each definition. I would make this fun, like singing the vocabulary words and definitions. Then I would come up with a matching game for the words. I would let each student take turns and do my own verbal assessment before the students leave the table. If all went well, each student should be leaving with more accuracy on their words. An effective formative assessment should include feedback that teachers can use to help improve their students’ learning objectives. With that being said, teachers will need to effectively plan their formative assessment. “Formative assessment is not just about the evidence collected; it is mostly about how this evidence is used by teachers and students to influence student learning” (Schildkamp, 2020, sec. 4.1).
Schildkamp, K. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 101602. https://doi.org/10.1016/j.ijer.2020.101602
Megan:
WednesdayJun 12 at 9:15pm
My topic for the digital formative assessment was labeled, “Reading Fluency.” This was taken from my tutoring plan for a student needing reading intervention in the 4thhttps://create.kahoot.it/share/long-vowels/d81aec3a-2af4-486e-8627-97f73c09e112Links to an external site.
SOL.R.4.5L: The student will read with fluency and accuracy.
Mauricio will demonstrate increased knowledge in phonics and word decoding, aiding to a quicker reading fluency (wcpm) score.
My self-reflection on this assignment was that it was rather challenging to make a formative assessment based on work done in a reading intervention class. I have made Kahoots before using grade level standards, but as my student’s whole lesson plan was made on long vowel sounds, I used what we were doing in our tutoring lessons. A strength for this assignment is the ease to access and use this format of assessment.
If the results of a formative assessment show that a student (or class) is struggling to learn the material, the best practice would be to go back and reteach! Reteaching may mean going back and using hands-on methods, whole group discussions, or changing up the materials (Bakula, 2010). I also listed that my focus student received ESL services, and may need to be retaught explicit instruction on the correspondence between phonemes and graphemes (Brooks, 2019, p. 96).
An effective formative assessment should include adjustments to teaching and learning in response to the assessment’s results. Students should also receive immediate feedback on their learning, with advice on what they are doing well and what they can improve (Heritage, 2021, p. 7).
Adding a tidbit to close my discussion out. I worked with a student who was consistently struggling on his math assessments, so one day he was really frustrated and said, “I am going to pray, but this time I don’t need the son. I’m praying right to the father!” That tickled me. He scored a 92 that day. Maybe we all just need a little more prayer before assessments.
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References:
Bakula, N. (2010). The benefits of formative assessments for teaching and learning. Science Scope, 34(1), 37. https://link.gale.com/apps/doc/A235194569/BIC?u=vic_liberty&sid=summon&xid=4a15bda5Links to an external site.
Brooks, G., Beard, R., & Ampaw-Farr, J. (2019). ‘English has 100+ phonemes’: some errors and confusions in contemporary commercial phonics schemes. Research Papers in Education, 36(1), 96–126. https://doi.org/10.1080/02671522.2019.1646795
Heritage, M. (2021). Formative assessment : Making it happen in the classroom. Corwin Press.
