Margret
Heritage discusses the Race to the Top Assessment Program applications for
next-generation assessment systems from the Smarter Balanced Assessment
Consortium (SBAC) and the Partnership for Assessment of readiness for College
and Careers (PARCC). She highlights each consortium’s narrow treatment of
formative assessment and maintains that this lack of attention is a missed
opportunity to formally incorporate and develop key teacher and student
practices that foster teaching and learning in the classroom.
According
to Margret Heritage effective formative assessment; reviews key studies, and
describe how formative assessment is currently used in U.S. education. Heritage
examines the theoretical and research base for formative assessment exploring
topics such as teacher feedback and socio-cultural theories of learning,
and presents recent definitions of formative assessment and implementation
recommendations from international policy groups. Overall, Heritage
maintains that formative assessment is a process to support and guide teaching
and learning, and those educators must fully understand the nature of formative
assessment and its role in supporting teaching and learning to experience its benefits
to education.
During our
class discussion or lesson I use Q&A so as to utilize what my students
learn throughout the lesson. Using dry-erase boards has been a standard
strategy in my classroom where I encourage consistent student engagement. Assessment
is immediate with the use of a dry-erase board. When my students raise their
boards during class to offer responses to a question or problem, I get
on-the-spot information. I can see if my students are incorporating new
knowledge, and which areas, if any, are presenting confusion. Depending upon my
assessment of student understanding, I can instantly change the direction of my
lesson or reteach a part of it. One of the main focus for my class is writing
this is one the many lessons I assess my students using dry-erase board.
Language
Arts: expanding
sentences
This
activity will encourage students to write fuller, richer sentences.
▪
First, have students write a simple sentence on their board—for
example, “Damien
runs” or “Mary studies.”
▪
Then, pull one card at a time from a set of cards with the following
words written on
them: How? Where?
When? With whom? Why?
▪
As
you pull one card at a time from the box, direct students to erase and rewrite
their
sentence to include the new information.
▪
Have
two or three students share their sentences after each rewriting.
