Formative Assessmentsthis Assignment Takes A Qa Approach That Said T ✓ Solved

Formative assessments This assignment takes a Q&A approach. That said this exercise progresses as follows. How each teacher models what you read and learned about formative assessments? Apparently, I learned that “formative assessments are used during a lesion to assess how much a student has learned during a class session†(Lefranà§ois, 2013). Based on the given videos, it is evident that every teacher uses formative assessment differently but with the common goal of trying to understand how much a particular student has grasped during the lesion.

For example, teacher Benjamin Mook designs and uses an assessment that makes use of the student’s mistake to determine if the class could identify the mistake, apply a step by step approach to get to the right answer of a given mathematical problem. He identifies a mistake a given student makes during his class, lets some time pass, repackages the mistake in a form of a question and throws it back to the students in a different time for them to identify the mistake and solve the math problem. He would go around the classroom “assessing what the students are doing and help them to apply the right steps that would lead to the correct answer†(Edutopia, 2011). By the time the student gets to the answer, they will have learned the steps that lead to that right answer.

On his part, teacher Drew Crandall packages formative assessment and calls it “exit ticket†(Teaching Channel, 2013) and gives it to his class of students to determine how much a student has grasped. It is through this form of formative assessment that the teacher is able to where exactly is a particular student is regarding his or her understanding of the concepts of the class. Through this assessment, Crandall is able to design the way forward for that particular student. What evidence did you see and hear regarding formative assessments being an assessment FOR learning? More specifically, how did each teacher assess during learning?

Benjamin Mook gives his students wrong questions to determine if they could use the right steps and or methods to get to the right answer. This way, by the time the student gets to the right answer, he or she would have learned and applied the right steps to get to that right answer. For those that do not get to the right answer applying the right steps, Mook would go around explaining to them how to go about it till they have mastered the steps. Drew Crandall uses exit tickets during the class session to assess if the student can properly analyze a given math problem and identify a pattern. The teacher can identify those that cannot do that and understands that they have not grasped the concepts of the lesson.

Crandall knows what to do to impart knowledge. How were they able to determine the current progress of their students in relation to mastering the objective? How did each teacher model the provision of feedback? Mook could go around the classroom and look at the way the students are working through the given question. By looking through the steps, he could determine whether a given student is doing the right thing.

For those that are stuck, he could take some personalized time to show them how to do it. On his part Crandall packaged a given question into an exit ticket which every student has to work through. He goes to every student to explain to him how he or she went about doing the exercise. It is during this explanation that Crandall could provide feedback and help the student better understand, the concept he is teaching at that time. What connections can you make between the teachers’ strategies to assess for learning and their eventual assessment of learning through a summative assessment?

In other words, what can you see coming as preparation for a larger, more comprehensive summative assessment? During the class session both teachers use their respective strategies aimed at identifying how much they have grasped the concepts and teaching of the class. As the assessments progress, they help the students get a better understanding given concepts such that at the end of the assessment, when every student has learned something, it is when the teacher would sum up and conclude the class. References Edutopia. (2011). Keeping it relevant and "authentic"[Video File].

Retrieved from Lefranà§ois, G. R. (2013). Of learning and assessment [Electronic Version]. Retrieved from Chapter 1: Introduction to Learning and Assessment Teaching Channel. (2013). Assess and plan with exit tickets .

Retrieved from Food Labels must include: · Product Name · Net Weight · Qualifying Statements (if needed) · Safe handling Statement (if needed) · Nutrition Fact Panel · Ingredient Statement · Address line · Inspection Legend (Meat) · Establishment number (Meat) Follow up on the new Nutrition labels. The new label format was originally set to be implemented during the summer of 2017. That has been delayed to the summer of 2018, however, the feeling from the industry is that it might not happen at that point either. HOWEVER, some companies have already taken the initiative to switch. As you can see a few changes: · larger print servings per container · larger calories per serving · no longer calling out calories from fat · separating out added sugar · Vitamin D and Potassium rather than Vitamin A and Vitamin C Further thoughts to start your research and discussion: Are food labels confusing?

How should they be made better? Should things like GMOs and DNA be labeled? What do you think about the nutrition label? What do you think about the new nutrition label rules? Do you think it will be better?

Do you think it will make a difference in the items people consume? Does the average consumer understand the words used "Light" "Reduced". Food processing Do you agree that processing and preservation are interchangeable? We often associate a negative connotation to processing and positive to preservation - is that realistic? In a world with global trade, why do we need preservation - can't we just ship fresh food from region to region? Is there something inherently bad in processing?

Paper for above instructions

Formative Assessments: Understanding Their Impact on Learning

Q1: How each teacher models what you read and learned about formative assessments?
In educational settings, formative assessments play a significant role in bolstering student understanding of the material taught. As noted by Lefrançois (2013), formative assessments are utilized during lessons to evaluate how much knowledge a student has retained at that moment. The observed strategies employed by teachers Benjamin Mook and Drew Crandall exemplify various facets of formative assessment, with both aiming to comprehend student grasp of the concepts being taught.
For instance, Benjamin Mook incorporates students’ errors into his assessments. He uses incorrect answers to provoke a collective inquiry among the class regarding the correct solution process. His method allows students to engage actively in critical thinking and correction. By allowing some time to elapse after highlighting a mistake, Mook effectively repackages the error in a question format, prompting students to tackle the error collaboratively. This strategy showcases Mook’s application of formative assessment, as he assesses students' understanding while actively guiding them toward the correct methodologies needed to arrive at an accurate answer (Edutopia, 2011).
Conversely, Drew Crandall employs the exit ticket approach to evaluate learning outcomes. The exit ticket provides a simple yet effective means for identifying how well students have understood the lesson’s concepts by allowing them to express their comprehension as they leave the classroom (Teaching Channel, 2013). This tool serves not only as a means for assessment but also as feedback for Crandall himself, to adapt future lessons according to his students’ needs.
Q2: What evidence did you see and hear regarding formative assessments being an assessment FOR learning? More specifically, how did each teacher assess during learning?
Both Mook and Crandall utilize their respective methods effectively to assess learning in real-time, ensuring that their primary goal remains focused on student comprehension. Mook’s strategy of presenting students with incorrect answers fosters an environment where students analyze each other’s responses critically. The process encourages students to understand and master the correct steps necessary for problem-solving, thus illustrating formative assessments as an assessment for learning rather than of learning (Black & Wiliam, 1998).
Similarly, Drew Crandall strategically utilizes exit tickets as a potent form of assessment for learning. By reviewing the students' completed tickets, Crandall can determine not only what concepts have been understood but also where misunderstandings lie. This immediate feedback loop allows him to delve deeper with students who struggle, ensuring they receive the necessary support, while also affirming understanding for those who succeed.
Q3: How were they able to determine the current progress of their students in relation to mastering the objective? How did each teacher model the provision of feedback?
In a practical sense, Benjamin Mook observes student responses while they navigate their work on assigned problems, allowing him to gauge their current understanding and application of mathematical principles. This hands-on approach permits Mook to guide students through difficulties, providing personalized direction as they work towards mastering the material. His presence and proactive feedback render formative assessments dynamic and responsive (Wiliam & Thompson, 2007).
For Drew Crandall, the exit ticket serves as a diagnostic tool. After students complete their tickets, he interacts with each to offer constructive feedback. During these interactions, he can clarify misunderstandings and expand on concepts where some students might struggle. This insight fosters an environment where students feel supported and valued, as their individual learning paths are attended to (Hattie & Timperley, 2007).
Q4: What connections can you make between the teachers’ strategies to assess for learning and their eventual assessment of learning through a summative assessment?
The formative assessment strategies employed by Mook and Crandall directly enhance the preparedness of their students for summative assessments. Mook’s engagement with errors fosters critical problem-solving abilities that will be crucial during formal evaluations. Furthermore, Crandall’s exit tickets not only enhance students’ immediate understanding but also provide insight into areas of weakness that require addressing prior to summative assessments. The cumulative effect of these formative strategies — actively addressing misunderstandings, fostering critical thinking, and providing personalized feedback — positions students for success in future assessments (Guskey & Bailey, 2001).
In conclusion, the methods employed by Benjamin Mook and Drew Crandall serve as excellent illustrations of how formative assessments can be effectively integrated into teaching practices. Their approaches highlight the necessity of continuously assessing student understanding to inform instructional decisions and enhance learning outcomes. The focus on formative assessments ensures that students are engaged in the learning process in a manner that prepares them not only for immediate tasks but also for eventual summative evaluations.

References

1. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
2. Edutopia. (2011). Keeping it relevant and "authentic." Retrieved from [Edutopia Video](https://www.edutopia.org).
3. Guskey, T. R., & Bailey, J. (2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA: Corwin Press.
4. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. doi:10.3102/003465430298487
5. Lefrançois, G. R. (2013). Of learning and assessment. Retrieved from [Educational Resource](https://www.educationalresources.com).
6. Teaching Channel. (2013). Assess and plan with exit tickets. Retrieved from [Teaching Channel](https://www.teachingchannel.org).
7. Wiliam, D., & Thompson, M. (2007). Integrating assessment with instruction: What will it take to make it work? Understanding K-12 Student Learning and Assessment, 15-24.
8. Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. doi:10.3102/0034654307313795
9. Hargreaves, E. (2007). The role of formative assessment in promoting learning: Key issues and future directions. Assessment in Education: Principles, Policy & Practice, 14(1), 73-86.
10. Popham, W. J. (2008). Transformative assessment. Alexandria, VA: ASCD.