Literature Assessment Plan

The teacher and the student must do some assessment to track how well learning objectives are being met. There are various techniques to conduct an assessment. Formative assessment is a word that describes techniques for identifying misconceptions, challenges, and learning gaps along the way and figuring out how to close them (Dixson & Worrell, 2016). It has great resources for aiding in the moulding of learning. When students understand that the goal is to increase learning rather than assign final grades to each student’s achievement, it may even strengthen their capacity to take responsibility for their learning. Students can assess themselves, their peers, and even the teacher through writing, tests, discussions, and other techniques.

In a nutshell, formative evaluation takes place during a lesson or course. It seeks to improve students’ achievement of learning objectives by employing strategies that are specifically designed to match the needs of each individual student (Dixson & Worrell, 2016). Methods for Questioning People Hand signals are used. Active involvement could involve asking the class to respond to a problem or a question with their fingers. A specific number of fingers should represent each answer. Before posing the question, for instance, you might instruct the participants to use one finger to denote “yes” and two fingers to denote “no.” Another approach might be used when there are several options. A, B, C, and D are each represented by one finger, two fingers, three fingers, and four fingers, respectively. This technique lets you quickly assess your class to gauge student retention and comprehension (Brookhart, 2001). The second strategy is known as

Think-Pair-Share. I advise students to sit next to a partner when seated on the rug to ensure comfort; this is a very successful classroom management strategy that prepares pupils for future think-pair-share sessions. Asking students to reply to a question, scenario, or prompt will signal the start of the think-pair-share process. Permit them some independent “think time.” Invite them to talk about their ideas with their spouse after that. Finally, give a few pupils a chance to express their opinions to the class.

Create a summative assessment activity for the unit to assist students in applying their growing ELA reading, writing, speaking, seeing, listening, and thinking skills to various situations, resources, and ideas.

Elementary school students start their education with foundational skills that gradually advance as they move through the grades. Summative evaluations may take the shape of straightforward tests or engaging, creative projects, depending on the educational setting.

A few examples of summative evaluations that you would see in an elementary school context are provided here (Dixson & Worrell, 2016). Even if they are less engaging than choices, tests at the end of a unit or instructional session make assessing students’ skills and knowledge easy. Multiple-choice or problem-solving tests may be used to gauge student comprehension in all subject areas.; To ensure that the number of testing does not increase unduly, a range of testing techniques should be used, and they should still be real, trustworthy, and valid. Elementary school students enjoy talking to their friends about their favourite novels. Writing book reports, whether in a conventional essay format or in a more creative way, is a great way to determine if students can apply literature review and reading skills to a book of their choice.

Talk about using digital tools in assessments to improve interactions and encourage good communication and collaboration to fulfil the requirements of various learners.

Technology can allow instant evaluation utilizing various approaches, such as tracking students’ development over time. The ability of educational technology to support formative assessment to boost engagement, detect knowledge gaps, and promote further and deeper learning is even more alluring. Here are a few instances of how technology can be used to improve learning and assessment opportunities in the classroom. More adaptation is possible because of it (Brookhart, 2001). As you may have observed during the lockdown, cloud-based learning offers more flexibility. It enables students to access and complete necessary assessments whenever it is most suitable for their particular learning requirements and styles. They only require a web-based or virtual environment and a device that can connect to the internet. Because it includes rapid polling and real-time evaluations, allowing teachers to assess students’ understanding as they are still learning. Educators can then adapt their courses to fit the unique needs of each student by identifying and filling in any knowledge gaps as soon as they occur.

Describe how formative and summative evaluations might be tailored to the various learning demands.

In order to meet their specific needs, difficulty-based assessment customizes student evaluations to each student’s individual characteristics/profiles. It aims to enhance students’ understanding while also enhancing their ability to apply what they have learned. Students have a range of educational experiences and levels of readiness before attending school.

They also come from various cultural, racial, and socioeconomic origins, as well as different learning preferences and methods, academic standing, abilities, strengths, and shortcomings (Kowalski & Lasley, 2010). In order to match and respond to the varying learning needs of their students in a classroom context, teachers employ differentiated assessment. Instructors help students from a range of backgrounds demonstrate their skills in ways that are effective and advantageous for each of them through varying evaluations. When teachers employ a range of assessment strategies and activities appropriate for different student types, they can better meet their students’ individual needs (Brookhart, 2001). Students succeed in their learning more as a result.

The number of opportunities for students to successfully demonstrate what they have learned in class will increase if various assessments are developed for various groups of learners. Differentiated assessments advise changing, adapting, and stirring and offer teacher guidance. Differentiated assessments can be conducted for each type of student by creating and utilizing different resources to successfully demonstrate what they have learned in class, enabling them to learn and demonstrate what they have learned more successfully than their classmates (Gulikers et al., 2013). Differentiated assessments can give pupils various options and opportunities to show their knowledge and ability. Examples of ways to differentiate assessments include scaffolding students with difficulty, challenging developed students with more mid-stimulating exercises, adapting queries, compacting, flexible various potable tasks and tasks based on students’ teaching strategies, and educational contracts.

How efficient evaluation procedures help students achieve their unique learning objectives.

Students are concurrently learning and growing as cognitive thinkers while they analyze themselves. In our classes, it is normal practice for students to reflect on what they have learned; this enables them to not only plan their future development but also to recognize and value the information and skills they already possess and contribute to the learning process (Gulikers et al., 2013). Before the class ever meets, the students work out mental and physical muscles that will help them understand what they are studying and how they are learning. Their capacity to learn, adapt, and grow will be enhanced by this mix of skills in subsequent classes, as well as in their future employment and personal life (Gulikers et al., 2013). The likelihood that pupils will perform better the next time is also raised when they assess their work and identify their advantages and disadvantages; this holds for anybody, not just students, and it can be used in every circumstance. If our goals come from within rather than being imposed from without, we are more likely to own them and work harder to achieve them.

References

 Brookhart, S. M. (2001). Successful Students’ Formative and Summative Uses of Assessment Information. Assessment in Education: Principles, Policy & Practice, 8(2), 153–169. https://doi.org/10.1080/09695940123775

Dixson, D. D., & Worrell, F. C. (2016). Formative and Summative Assessment in the Classroom. Theory Into Practice, 55(2), 153–159. https://doi.org/10.1080/00405841.2016.1148989

Gulikers, J. T., Biemans, H. J., Wesselink, R., & van der Wel, M. (2013). Aligning formative and summative assessments: A collaborative action research challenging teacher conceptions. Studies in Educational Evaluation, 39(2), 116–124. https://doi.org/10.1016/j.stueduc.2013.03.001

Kowalski, T., & Lasley, T. J. (2010). Handbook of Data-Based Decision Making in Education. Taylor & Francis.

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For this assignment, create a 500-650 word assessment plan for a literature unit that includes formative and summative assessments, as well as technology and differentiation.

Include the following in your plan:

Describe formative assessment strategies that would be used in literature lessons to gauge student understanding and inform instructional planning.
Create a summative assessment activity for the unit that helps students apply their developing ELA skills of reading, writing, speaking, viewing, listening, and thinking to many different situations, materials, and ideas.
Discuss the use of digital tools in assessments to promote effective communication, collaboration, and support interactions to meet diverse learning needs.
Describe how the formative and summative assessments can be differentiated to meet the diverse learning needs.
How effective assessment practices guide students toward their individual learning goals.
In addition, write a 250-350 word reflection on the process of creating a literature unit and explain how you plan to use research on teaching, professional ethics, and resources available for professional learning to improve student learning in your future professional practice. Cite the “COE Professional Dispositions of Learners,” and the “Model Code of Ethics for Educators” as appropriate.

Support your findings with 2-3 scholarly resources.

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