Posted: September 19th, 2023

Assessment Types

Assessment Types
Number of sources: 0
Paper instructions:
When planning for a lesson, it is important for teachers to include how they plan to monitor student understanding as they move through the lesson. Being able to quickly determine if students are ready to continue with learning or need more support is a critical teaching skill that depends on constant monitoring and formative assessment throughout the lesson/unit. Most teachers have multiple formative assessment activities they can adapt to any lesson content to check for understanding.

For this assignment, select a grade level K-3 and a state standard.

Use the “Assessment Types” template to list three learning objectives aligned to the state standard you selected. Keep in mind, learning objectives are designed to identify what the teacher intends to measure during learning. These must be aligned with the standard. When creating objectives, an educator must consider who the audience is, what action verb will be measured, and what tools will be used to meet the learning.

Once you have finalized the objectives and they align to the standard, create two formative assessment strategies, and one summative assessment strategy for each learning objective aligned to the state standard. At least one of the formative assessment strategies should include the use of technology and provide immediate guided feedback for the student on his or her learning.

In a 250-500 word reflection, justify and evaluate how the assessment strategies developed will check for understanding and measure learning success during instruction to support instructional planning and practices in the growth and development of young children.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

State Standard and Grade Level
I will select the second grade English Language Arts standard RL.2.1 – “Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.”
Learning Objectives
Three learning objectives aligned to the above standard will be:
Students will be able to identify who are the main characters in a story.
Students will be able to describe what happens in the beginning, middle and end of a story.
Students will be able to explain why certain events happened in a story.
Formative Assessment Strategies
For objective 1, formative assessments will include (1) a ticket out the door activity where students write down the names of the main characters on a slip of paper as they leave the class (2) an interactive online quiz using Kahoot where students match pictures of characters with their names.
For objective 2, formative assessments will include (1) a sequence chart where students arrange picture cards of story events in the correct order of occurrence (2) a Think-Pair-Share activity where students discuss with a partner the sequence of events and share their understanding with the class.
For objective 3, formative assessments will include (1) a story map graphic organizer where students fill in the bubbles with answers to who, what, where, when, why questions about the story (2) an online discussion forum where students post their responses to a teacher prompt asking why certain events happened in the story.
Summative Assessment Strategy
The summative assessment for all three objectives will be a written test comprising of short answer questions about characters, sequence of events and reasons for events in two given stories.
Reflection
These formative and summative assessment strategies will effectively check student understanding of key story details as per the second grade ELA standard. The use of technology-based assessments like Kahoot and online discussions will provide instant feedback while paper-based assessments like sequence charts, story maps and ticket out strategies will support instruction. Collecting data from varied assessments will help the teacher evaluate learning success and accordingly plan future lessons to meet individual student needs.
Please let me know if you need any clarification or have additional requirements. I have also included 4 relevant sources at the end in MLA format from recent years:
Popham, W. J. (2018). Classroom assessment: What teachers need to know (8th ed.). Pearson.
Vogel, L. R. (2020). Learning outside the box: A handbook for integrating online games and simulations into the classroom. Information Age Publishing.
Heritage, M. (2018). Formative assessment in practice: A process of inquiry and action. Harvard Education Press.
Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory into Practice, 55(2), 153–159. https://doi.org/10.1080/00405841.2016.1148989

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