can you give feedback to my peers/classmate 1 paragraph

by: Ronald Taylor Jr.

How could you use formative assessment to gauge students’ knowledge of their assigned tribe?  Which two activities from Table 6.1 of your text might you use and how would the results of these activities drive your future instruction?  Why is formative assessment also called “assessment for learning”?

With this assignment I would first start with a Journal so that I can get an idea of what the class is thinking about when it comes to the topic of Native Americans. “Formative assessment is used to inform future practice. Its goal is to improve teaching and learning. An assessment is considered formative when its information is fed back into the system and improves performance in some way” (Krogh, S., Fielstein, L., Phelps, P. & Newman, R. 2015 et al Wiliam & Leahy, 2007). I also for the sake of wanting to see the knowledge being gained in the literature and understanding I would start a running record reading assessment because I want to know what my students level of knowledge of this assignment is because the topic of native American history can have very strong literature and since they will be researching I want to know if they are understanding what they are being taught and finding. Formative Assessment is also called assessment for learning because it is designed to help guide the teaching and learning process, not just to evaluate where a student is in his or her knowledge acquisition. (Krogh, S., Fielstein, L., Phelps, P. & Newman, R., 2015)

Describe two options for performance-based (authentic) assessment.  How will students demonstrate their knowledge about their designated tribe to the rest of the class?  How does each assessment option meet the five specific “Criteria for Effective Assessment” as described in Chapter 6 of your text?  Refer to Chapter 6, other scholarly sources, and your own insights/experiences, as well as other resources to guide your thinking.

The two options that I would have my class perform would be a written presentation that shows what they have learned and they will in that presentation answer the questions such as “how do the tribes live?” and “what type of tribe are they ex. Peaceful, aggressive, etc.?” Then for the second option I will ask the class to create a shoe box presentation that has the students design a scenery inside the box and then they will discuss it with the rest of the class. Each option follows the Criteria for effective assessment because the presentations both cover the purpose of the assignment which is to see if the students learned something about native American history. The target which is the Native Americans must be discussed, and the writing must have good grammar and meet all the question requirements which shows sound design and the other must have a good scene that shows the ways of the of the native American. Both will require communicating with the teacher and class which covers communication and student involvement.

Reference

 Krogh, S., Fielstein, L., Phelps, P. & Newman, R. (2015). Introduction to education: Choosing to

teach. San Diego, CA: Bridgepoint Education, Inc.

• How could you use formative assessment to gauge students’ knowledge of their assigned tribe? 

“Formative assessment is arguably the most significant type of assessment because it is used to inform learners and teachers about the progress students are making and about the next steps in the learning process” (Krogh, et.a., 2015) By using the formative assessment I will be able to know if the students really became “experts” in their tribe and if not it will also help me look for new strategies on how the students can learn the concept better. I can check their tribe understanding by using quizzes, anecdotal notes written by students, reflective journals, short tests, homework, or assignments.

•  Which two activities from Table 6.1 of your text might you use and how would the results of these activities drive your future instruction? 

            The first activity that I will use is Thumbs up or thumbs down in which “students put their thumbs up or down to let the teacher know whether they understand the concept at hand” (Krogh, et.a., 2015).  By doing this activity, I will be able to know if the students can identify the physical geography, climate, religious beliefs, tribal constitutions and other important facts about their tribe. If I see a lot of thumbs down, I can minimized the assignment and have the students focus only in two specific characteristics if their tribe.  The second activity that I will use is Quizzes in which I will “determine which types of prob­lems they answered correctly and which they did not” (Krogh, et.a., 2015).  This results will help me get a quick update on whatever they are learning about their assigned tribe.

• Why is formative assessment also called “assessment for learning”? 

            The formative assessment is also called assessment for learning because it guides the learner and teacher in the next steps of the learning process. Our book states that  “assessment for learning can be a driving force in helping students become lifelong learners and gets to the heart of what it means to create a positive learning environment” (Krogh, et.a., 2015).  

• Describe two options for performance-based (authentic) assessment. 

“Authentic assessment requires authentic tasks that show students’ abilities. Students receive feedback and redirection to allow for growth; students have a part in the process and the outcome” (Krogh, et.a., 2015).  Two potential examples of authentic assessment will be to:

1.      Challenge the students to write or direct a play about how their tribe adapted to their natural environment (e.g., how they obtained food, clothing, tools).

2.      Share a folklore tradition within that tribe.

• How will students demonstrate their knowledge about their designated tribe to the rest of the class? 

The students will demonstrate their knowledge about their designated tribe to the rest of the class by given a small group presentations. In their presentation they will have to cover their research facts which will address the four standards.

• How does each assessment option meet the five specific “Criteria for Effective Assessment” as described in Chapter 6 of your text? 

1. Clear purpose: Students will describe the American Indian nations in their local region long ago and in the recent past.

2. Clear targets: Students will learn about a specific American tribe

3.      Sound design: These assessments will help teacher know if the students are making any progress.

4.      Effective communication: Teacher will meet with students and will discuss their strengths and their areas of improvement.

5.      Student involvement: “It is impor­tant for students to discover their own learning processes, to assess their own progress, to be actively engaged in learning and generating knowledge, and to have the process become per­sonal” (Krogh, et.a., 2015).

Reference:

1.      Krogh, S., Fielstein, L., Phelps, P. & Newman, R. (2015). Introduction to education: Choosing to teach. San Diego, CA: Bridgepoint Education, Inc.