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.