Week 6 Final Paper Assessment Design

Running head: FORMATIVE ASSESSMENTS 1

FORMATIVE ASSESSMENTS 4

Week 2: Creation of Formative Assessments

Pamela Weems-Baker

EDU 645: Learning & Assessment for the 21st Century (NMA1931A)

Dr. Julie-Ann Adkins

August 12, 2019

Formative Assessment

The responsibilities of a teacher go beyond teaching. To ensure that there are proper teaching and proper learning; teachers must come up with effective and standard ways of assessing students (Ferguson & Clow, 2017). The assessment process provides continuous information to the teachers in regards to their teaching style as well as the learning capabilities of learners. I will describe and explain the assessment methods in my instuctional plan learning objectives, outcomes and targets, in the areas of the cognitive-level of understanding, analyzing and remembering. My standard is to promote good progress and outcomes by learners through advancing their cognitive abilities.

Standard and Learning Objectives

Standard: The student will demonstrate the skills of understanding necessary to correctly research, analyze and resolve all issues pertaining to Form 1040X inquiries.

Measurable Learning Objectives/Outcomes/Targets

1. The student will explain what each line item represents on Form 1040X, amended tax return for processing. (cognitive level-Understanding)

2. The student will analyze the Internal Revenue Manual (IRM) as a resource tool for processing the Form 1040X, amended tax return. (cognitive level-Analyzing)

3. The student will effectively identify the taxpayer's issues by writing the appropriate letter to address the taxpayer inquiry (needs). (cognitive level-Remembering)

Formative Assessments

Exit slips make it possible for teachers to know what their learners learned from the teaching session, what they found interesting from the session and the questions that they may have in regards to the sessions (Suskie, 2018). In using the exit slip, I will have my learners fill out the slip as the session comes to an end, preferably the last five to ten minutes of the session. By so doing, I will be able to know what my learners have learned as well as what they are struggling to understand. I will be able to assess whether through my lesson, whether the learners have improved on their cognitive abilities. The reason as to why learners have to write what they have learned and what they are struggling to understand is to prompt the learners to internalize and analyze the learning process. The above plays a crucial role in advancing the cognitive abilities of the learners. so what objective might yoube assessing for mastery withthe exit ticket? The formativeassessment is a great idea,but explain in a bit more detailwhat knowledge you wouldassess. [Julie-Ann Adkins

When the students create a quality defect (an error in processing the amended tax return) within the team; the student will conduct a presentation to the team during one of our weekly group meetings by analyzing the defect so will this be more like adiscussion? student presentsand then you discuss?that they did not understand. The student's presentation will assist the learner with what they were struggling with and gain understanding, on the accurate response to the taxpayer's issue. The above assessment technique will be best suited for students to analyze quality defects with accurate resolutions by the student. I will have information on whether or not the student understood their error in processing the amended tax return and I will provide feedback on the incorrect path the student attempted to resolve and the correct path in analyzing the taxpayer's issue.

I will place special emphasis on the areas of the student needs. By challenging the learners, the students are encouraged to internalize as well as analyze the student presentations, which will help to advance their cognitive abilities (Wiliam & Thompson, 2017).

Live quiz games are assessment techniques that have embraced technology. Since the Skype Business features have become part and parcel of the corporate world, technology can as well be used to advance learning. Live quiz games allow teachers to make learning interesting, and by so doing encourages learners to learn (Davis, 2015). In using the live quiz games, I will have learners participate in real-time, screen sharing where I can give and take control by sharing the screen. I can also present lesson exercises on powerpoint with interactive tools, with annotation, highlighting, and laser pointer while speaking to the students through this feature. The "Whiteboard" is another feature where I can draw and edit together learning games that have live feeds on the results of the game. Through the games, I will be able to assess what the learners understand from the learning session. All games tap to the cognitive abilities of people, and live quiz games are not exceptions. again...speak in a bit more detail about what you will assess...

Conclusion

Formative assessment exists for two primary reasons. The first reason is to ensure that learners are grasping what they are being taught (Heitink et al., 2016). The second reason is to ensure that teachers understand the needs of their learners. I have discussed and explained the measurable learning objectives, outcomes and targets in using exit slips; quality defects are presented by students during their team meeting, and the use of Skype for business features to provide live quiz games that are interesting assessments for learners.

These assessments are for me to know whether I am meeting the learning needs of my learners or if there is a need to elevate to our training coordinator for additional training on the subject. The above-mentioned assessment techniques all support the advancing of the cognitive abilities of my learners.

References

Davis Vicky, (2015), Fantastic, Fast Formative Assessment Tools. Retrieved from https://www.edutopia.org/blog/5-fast-formative-assessment-tools-vicki-davis

Ferguson, R., & Clow, D. (2017, March). Where is the evidence?: a call to action for learning analytics. In Proceedings of the seventh international learning analytics & knowledge conference (pp. 56-65). ACM.

Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. The educational research review, 17, 50-62.

Suskie, L. (2018). Assessing student learning: A common sense guide. John Wiley & Sons.

Wiliam, D., & Thompson, M. (2017). Integrating assessment with learning: What will it take to make it work?. The future of assessment (pp. 53-82). Routledge.

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