Instructional strategies two

Characteristics of formal assessment of formal formative assessment

Formative assessments are methods that aid teachers when teaching the process. They help them modify their teaching techniques to suit the learning abilities of the students. It recommended because of the reason that student possesses different levels of intellectual understanding that usually affects their level of achievement, determination, motivation, and self-perception.

The first attribute of formal assessment is content validity ("Five Characteristics of Quality Educational Assessments? Part One," 2016). It should be able to be up to its purpose. For instance, if is designed to measure how children in particular class perform in their specific math’s topic then other understanding of other subjects should not be allowed to interfere with a target of the assessment. The person conducting the evaluation may notice that the student might have difficulties in reading but because the appraisal was targeting reading.

Another attribute of the formal formative assents is it reliability. The outcome of the assessment should be reliable in adjusting the teaching methods so that they can be able to meet the needs of each student (Bell & Cowie, 2001).

The third characteristics of the formative assessment are that both the student and teachers do it. In the process, the student and teachers should engage their-selves deeply of the evaluation by doing so the assessor can link the child ability to learning concepts in relation with how the teachers deliver their knowledge to children.

Lastly, the assessment is peer-based; this is because the students and teachers engage themselves when the process of conducting the evaluation. Self-assessment requires each student to do the reflection of their early on done work while the learning is going on (Bell & Cowie, 2001). Other the other hand, the peer easements involve putting together teachers and student an assessment conducted as a group. For instance, if the assessment is conducted on a certain topic the peer assessment requires that the group produce one report.

The 12 question for formative assessment for the 4 levels.

Level 1: recall

a. When was the computer invented?

b. List the three types of computer application?

c. State three types of computer operating systems?

Level 2: Skill

a. Compare and contrast between Windows operating system and Linux operating system.

b. Distinguish between low level and high-level languages of programming.

c. Summarize the stages of computer application development.

Level 3: strategic thinking

a. Differentiate between assembly language programming and object-oriented programming.

b. Develop a logical argument that can be used to come up with a program to perform the simple arithmetic calculation.

c. Come up with a java program to convert a temperature in Celsius to Fahrenheit.

Level 4: Extended Thinking

a. Apply the concepts of OOP to come up with any working computer application.

b. Design a calculator using OOP language.

c. Analyze a bubble search algorithm.

Formative assessment template

References

Bell, B., & Cowie, B. (2001). The characteristics of formative assessment in science education. Science Education, 85(5), 536. doi:10.1002/sce.1022.abs

Five Characteristics of Quality Educational Assessments ? Part One. (2016, November 23). Retrieved from https://www.nwea.org/blog/2013/five-characteristics-quality-educational-assessments-part-one/

Formative Assessment (Summary in Danish). (2005). Formative Assessment. doi:10.1787/9789264007413-sum-da