Informal & Formal Formative Assessment

November 24, 2017 English Language

Two examples of formal assessments are state standardized achievement tests and selected response evaluations given in the classroom. The state standardized achievement tests measure on a more global level than the selected response, but both are designed to evaluate a student’s knowledge after the lesson has been given. A selected response evaluation can be essays, projects, fill-in the blank or multiple-choice types of tests. They succeed in measuring what the student can recall from the previous lesson or lessons.

They also help measure what the majority of the class has learned or not learned and will help the teacher prepare for the next year’s lesson planning. These test types can be used by teachers and principals to help design a school-wide curriculum that will ensure all standards are covered for every child by the time they graduate. The state standardized achievement tests can be used to discuss where we are lacking in the education process and where we need to set standards for the future.

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These types of tests help guide the education system in a more comprehensive picture of what our students are retaining and compare that to other states or countries. Informal assessments offer a wide variety of times, places and avenues of assessing each student to their advantage. Some examples of informal assessments are assessment conversations, walk-around assessments, learning centers and student portfolios. Leticia Diaz is the student I am working with today. Leticia comes here from Portugal, she is a seventh grader, and Portuguese is the primary language used in the home.

She moved here in the first grade so she does quite well in the written and spoken language of English. She is at what we call a Level 5 in her English proficiency. Her father and mother however are not as advanced in their learning of the English language. She states that at times it is hard to tell them what she is doing in school because of the language barriers. Leticia does however struggle with science. So I am giving her an informal/formal formative assessment over chapter 6 on homeostasis and the integumentary system to see what she knows already and where I can be of help to her.

Science: Life Science, Grade 7 / Level 5 Benchmarks & Standards: 6. 3. 5. 1 Understand that adaptations of organisms – changes in structure, function, or behavior contribute to biological diversity. And 7. 3. 1. 1 Relate the structure of cells, organs, tissues, organ systems, and whole organisms to their functions. Objective: Understand the integumentary system and homeostasis. Assignment: For warm-up, list all of the human body organs you know. Discuss the definition of homeostasis. Watch Bill Nye video on the skin, and answer Bill Nye Skin Video Guiding Questions.

Video Questions 1. What is the largest organ in the human body? a. heart b. skin c. stomach d. lungs 2. What are the main functions of the skin and the Integumentary system? a. acts as a barrier to keep germs and other harmful substances out of the body b. it regulates body temperature c. it blocks the Sun’s U. V. light d. it gives us vitamin D from the sun e. all of the above 3. Why does skin itch? a. inflamed by exposure to a chemical (like insect bites and poison ivy) b. excessive sunlight c. goosebumps d. a & b 4.

Where is your skin thickest and thinnest? a. bottom of the feet b. eyelids c. fingertips d. knees 5. Where is the skin most sensitive to the touch? a. lips b. fingertips c. toes d. all of the above 6. What causes pimples? a. bacteria b. candy c. pop d. a & c I started off the Informal Formative Assessment by getting Leticia to list all of the human body organs she knew and discussing the definition of homeostasis. On the Formal Formative Assessment she was able to recall the information and answer the questions from the Bill Nye video on the skin.

In order to gain a full understanding of how our students learn and what we, as educators, can do to improve student learning, we first need to gain an understanding of assessments and what their purpose and function is intended for and how to effectively implement those characteristics. In order to gain this understanding, teachers must be aware of the amount of assessments that are available to use in order to assess students’ knowledge, skills, and understanding of the material presented to them.

By being aware of the many options available, teachers can then consider different testing options in order to provide the best test experience for a particular group of kids. With the vast options available to teachers it is good to have a place to start when looking for that “perfect assessment” for their group of kids. The best place to start: formal and informal testing options. Formal tests are more traditional in nature and have limitations regarding time and place for the assessment; informal tests do not have time or place limitations, but they can be hard to evaluate and more time consuming for the teacher.

Formal assessments consist of standardized achievement tests, aptitude tests, and many other traditional style assessments; whereas, informal assessments consist of performance assessments, checklists, oral interviews with the students, games, and other non-standard, everyday types of assessment. Before any decisions can be made regarding the implementation of any of these particular assessment modes, a teacher must be made aware of the advantages and limitations and purposes of each particular type of assessment. Reference http://cfbstaff. cfbisd. edu/trulssonk/Notes/Unit09(7)/GQW-BillNyeSkinVideo. pdf


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