Formative Assessment
Part 1: Formal
In a 250-300 word essay, describe the characteristics of effective formal formative assessments. Provide examples from outside sources or your required readings. What makes formative assessments high-level or low-level?
Include at least three sources from the required readings or the GCU Library that support your ideas. You may use the textbook as one of your sources.
Prepare this part of the assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
Part 2: Informal
Based on the Depth of Knowledge (DOK) Levelschart, create three open-ended questions for each of the four DOK levels (12 total) that could be utilized as informal formative assessments for the lesson plan that you began in Topic 1.
Use your 12 questions to complete the “Formative Assessment Template.”
Submit your template with your essay as one deliverable.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Resources link:
1. http://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdf
2. http://www.ccsso.org/Documents/2008/Attributes_of_Effective_2008.pdf
Topic Material:
Textbook1. Elementary and Middle School Mathematics: Teaching Developmentally
Read Chapters 6, 15, and 16 of Elementary and Middle School Mathematics: Teaching Developmentally.
http://gcumedia.com/digital-resources/pearson/2012/elementary-and-middle-school-mathematics_teaching-developmentally_ebook_8e.php
Electronic Resource1. Math Tools and Strategies for Differentiating Instruction and Increasing Engagement
Read “Math Tools and Strategies for Differentiating Instruction and Increasing Engagement,” by Moirao and Warrick, located on the Thoughtful Classroom website.
https://www.thoughtfulclassroom.com/PDFs/MathToolsASCD2010.pdf 2. IES Practice Guide: Developing Effective Fractions Instruction for Kindergarten through 8th Grade
Read pages 1-46 of “IES Practice Guide: Developing Effective Fractions Instruction for Kindergarten through 8th grade,” from the National Center for Educational Evaluation and Regional Assistance.
http://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/fractions_pg_093010.pdf 3. Fractions: The New Frontier for Theories of Numerical Development
Read “Fractions: The New Frontier for Theories of Numerical Development,” by Siegler, Fazio, Bailey, and Zhou, located on the Carnegie Mellon website.
http://www.psy.cmu.edu/~siegler/121-siegler-etal-tics.pdf 4. Teaching Channel: Fractions Videos
Explore the fraction videos available on the Teaching Channel website.
https://www.teachingchannel.org/videos?q=fractions 5. Number & Operations (Grades 3-5)
Explore the “Number & Operations (Grades 3-5)” virtual manipulatives, available on the National Library of Virtual Manipulatives.
http://nlvm.usu.edu/en/nav/category_g_2_t_1.html
Additional Material1. Class Profile
Review the “Class Profile.”
Differentiating Math Activities
Select a 3-5 grade level and a corresponding Arizona College and Career Ready Standard or other state standard based on the Number and Operations-Fractions domain.
Compose an aligning learning target and design appropriate activities for a selected group of three to four students, of varying academic levels, from the “Class Profile.”
Complete the Planning and Instruction sections of the COE Lesson Plan Template, making sure the activities are supported by the recommendations found in the IES Practice Guide.
For your differentiated activities, specifically address:
1. Fraction tasks; including area, length, and set/quantity models; or
2. Equivalent fractions.
In addition and with the assistance of the IES Practice Guide, complete the Teacher Notes section within your lesson, describing five potential issues and/or roadblocks that might happen while delivering the lesson. Provide possible solutions to each potential issue.
In addition, draft five questions pertaining to the lesson that promote conceptual understandings related to fractions.
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 Turnitin.
Field Experience B: Professional Learning and Ethical Practice
Allocate at least 3 hours to complete this part of the clinical field experience.
Complete two or more field experiences from the Focused Field Experience Activity List C:
· Attend a faculty meeting. (InTASC 9)
· Attend a professional development session for special education teachers. (InTASC 9)
· Attend a professional conference or workshop for special education teachers. (InTASC 9)
· Develop a professional growth plan aligned with the needs based on feedback from the pre-assessment of dispositions. (InTASC 9)
· Develop and lead a professional development session for teachers on the safe, legal, and ethical use of information and technology. (InTASC 9)
· Develop and teach a lesson one-on-one, to a small group or to a whole class that engages students on the safe, legal, and ethical use of information and technology. (InTASC 9)
Your field experiences should include a combination of K-8 and 9-12 grade level settings and students with exceptionalities. Reflect upon your field experience choices in a 250-500 word summary.
APA format is not required, but solid academic writing is expected.
Topic 3 DQ 1
Identify and describe two recommended resources related to Number and Operations-Fractions. Explain how each resource is helpful for an individual with exceptionalities, rationalizing your recommendation.
Topic 3 DQ 2
Describe an experience where you have seen monitoring and adjusting of instruction that met the needs of students. What worked in this situation and how can you apply what was learned in future practice?
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