Formative Assessments
Observations:
Observation is a valuable, ongoing part of assessing students' learning and participation. I will observe students to be sure that they are participating, working together, and are able to locate the sources and information they need. I can use observation to assess students for the social studies GLCE, Common Core standards, and technology standards.
After I model each literacy strategy, I will check for understanding. When students are independently practicing the strategies, I will observe them as they complete the strategies with peers. If I notice that students are struggling, I will provide re-teaching as needed.
Conferences:
I am planning on doing the majority of my formative assessment through conferences. As groups are completing their I-Charts, I will be walking around the room to talk with them about how their research is going. This will give me a chance to hear their thinking and see if they need any additional guidance as they continue to investigate. Each group will have a formal weekly meeting as well as several “drop in" meetings.
I-Chart:
I will also evaluate students' reading comprehension by looking at their I-Chart each day. This will help me assure that they are locating appropriate information and categorizing information correctly. This will help me determine how much, if any, scaffolding each group needs to find information in the various resources.
Summative Assessment:
The summative assessment for this project is students' museum exhibit projects. I will distribute a checklist during the coalesce phase of the project that has the same requirements as the task and identical to the rubric I will use to assess students' work.
My rubric will include each of of the standards taught during the project (social studies GLCE, Common Core standard, and technology standard) as well as assess student’s work skills through peer and self evaluations.
Observations:
Observation is a valuable, ongoing part of assessing students' learning and participation. I will observe students to be sure that they are participating, working together, and are able to locate the sources and information they need. I can use observation to assess students for the social studies GLCE, Common Core standards, and technology standards.
After I model each literacy strategy, I will check for understanding. When students are independently practicing the strategies, I will observe them as they complete the strategies with peers. If I notice that students are struggling, I will provide re-teaching as needed.
Conferences:
I am planning on doing the majority of my formative assessment through conferences. As groups are completing their I-Charts, I will be walking around the room to talk with them about how their research is going. This will give me a chance to hear their thinking and see if they need any additional guidance as they continue to investigate. Each group will have a formal weekly meeting as well as several “drop in" meetings.
I-Chart:
I will also evaluate students' reading comprehension by looking at their I-Chart each day. This will help me assure that they are locating appropriate information and categorizing information correctly. This will help me determine how much, if any, scaffolding each group needs to find information in the various resources.
Summative Assessment:
The summative assessment for this project is students' museum exhibit projects. I will distribute a checklist during the coalesce phase of the project that has the same requirements as the task and identical to the rubric I will use to assess students' work.
My rubric will include each of of the standards taught during the project (social studies GLCE, Common Core standard, and technology standard) as well as assess student’s work skills through peer and self evaluations.