Formative assessment

Massey, Brown, and Johnson (2005) suggested that active learning techniques provide opportunities for faculty to increase social presence, engage students, and positively enhance performance. Studies have shown that students tend to learn more when they actively participate in the learning process through discussing, practicing, reviewing, and applying knowledge to develop new meanings (Mcalpin, 2015). Maki and Maki (2007) found that online instruction required the application of strong methodology

The authors’ are interested in how a students’ outcomes differ in taking an online versus traditional college class. They also consider if the learner has disabilities or not. They start by reviewing what online education is. They then introduce the educational outcomes for students with disabilities. They then compare online versus traditional classroom environment. Next they explain their survey and presenting their results. They end by presenting the contributions, implications, and the limitations

1. Introduction E-learning has contributed into a technology-driven paradigm that has transformed the educational processes by providing creativity, innovation and diverse styles in teaching and learning. In nutshell, it is transferring of knowledge and information to learners using Information and Communication Technologies. E-learning is delivery of contents using extensive technological tools and computers with an intention to provide autonomy and flexibility to learners as well as teachers. The

student’s understanding from that point with more depth. After reading Lorrie Shepard’s “Linking Formative Assessment to Scaffolding”, it inspired me to reflect upon all my experiences as an at-risk middle school youth tutor. Amazed and intrigued, I realized that the theories Sheppard had written about, such as Vygotsky’s cultural theory of development, instructional scaffolding, and formative assessment were all prevalent in my experiences as a tutor. The

differentiated, teachers sometimes have questions about how grading may be different than a traditional classroom. Because of reading the above-mentioned literature, I now have a greater awareness of formative assessments, rubrics, and building mutual understandings of grading practices among teachers. Formative assessment is meant to be used regularly to provide students with feedback about how they can continue to improve and grow as a learner and to inform a teacher’s next step instructionally. The most

Teachers can select four assessment method options from when they are creating their assessments. Multiple choice, true/false, matching, and fill in the blank questions are included in selected response assessments. Within selected response assessments, students are asked to choose the best answer from a provided list. Teachers use selected response when they are assessing the target method of what students know about a specific content learned. Short answer items and extended written response items

c) Assessment and Recording The first assessment method used in the unit is observation. Observations that are made can be noted on the recording sheet along with a thumbs up or down. With a class discussion I can take informal notes of students participation and make a judgment call of where the lessons need to begin. Students will be asked at the end of the discussion how they feel about mapping and can indicate this with a thumbs up or down. The students’ reaction can be recorded on the observation

1.Discuss the reasons for selecting the teaching methods used. In the micro teach session delivered to my peers at college as part of an Assessment, I chose to use the following teaching methods: * Initial assessment * Brainstorming * Group work * Differentiation * Constructivist teaching. Science is a practical subject that requires an academic approach. The methods used are to promote active learning strategies that engage the student. As I already teach at KS4

Understanding by Design (UbD) provides a foundation for curriculum planning, assessment design, and teaching, where the principal purpose of teaching is for understanding and transfer (Graff, 2011, p. 155; Wiggins & McTighe, 2011, p. 3). The planning process used for the backward design unit above is based on the theory of constructive alignment that proposes a complete alignment of; the learning outcomes, the assessment tasks, and the teaching and learning experiences (Readman & Allen, 2013, p. 15)

Imagine yourself back in your freshman year of highschool. It is early October and field hockey is going great. Classes are not too bad either, and reports are right around the corner. On Monday your teacher pulls you aside and lets you know that if you do not get at least an eighty on this next test you will not do well in the class. Not only do you have other work due for school, but you have a job, field hockey and only two days left to study and really understand the material. This is currently