Creation of Formative Assessments

[WLO: 2] [CLOs: 1, 5]

In Week 1, you selected a standard for your unit plan along with three measurable learning objectives. This is the first step in creating any type of lesson or unit plan as we must know what knowledge we want our learners to acquire. Since we are following the backward design model for developing lesson plans, the next thing is to create our assessments; the evidence that will let us know our learners are acquiring the knowledge.

Prepare

Prior to beginning work on this assignment,

• Read Chapter 5: Placement, Diagnostic, and Formative Assessment
• Review your instructor’s feedback from Week 1 to make any necessary changes to your learning objectives.
• Review the following links on different ways you can formatively assess student learning:
  • 56 Different Ways to Gather Evidence of Student Achievement (Links to an external site.)
  • Examples of Formative Assessment Exercises (Links to an external site.)
  • Fantastic, Fast Formative Assessment Tools (Links to an external site.)

Reflect

Consider how you might formatively assess learners before, during, and after a lesson.

Content Instructions (Due Monday, Day 7)

Complete the following:

• Fill out the Week 2 Creation of Formative Assessment Assignment Template.
• Include your standard and three measurable learning objectives in this document.
• Create three different ways you might formatively assess your learners during your instructional plan. Provide a description of each of the assessments and how each one helps you in measuring the progress of your learners mastering the learning objectives. This explanation will show alignment between your standards and objectives and your formative assessments. Use evidence from your readings to support your ideas.
• Integrate the use of technology with at least one of your formative assessments.

Writing and Formatting Expectations

Your Creation of Formative Assessment assignment

• Must be two to three double-spaced pages in length (does not include the title or reference page).
• Must include a separate title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources
• Must make reference to the course text to support your ideas. Refer to Integrating Research (Links to an external site.) for assistance.
• Must use proper syntax and mechanics. Your writing should display meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
• Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.) guide.
• Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.
• Must use APA formatting consistently throughout. Refer to the Ashford Writing Center (Links to an external site.) for assistance with APA style and formatting.