The standard for assessment of and for learning ensures assessments are properly implemented and provide maximum effectiveness for both students and teachers. My formative and summative assessment are designed to scaffold student learning, create a nonthreatening environment, monitor student progress with data, and reflect the effectiveness of my instructional strategies.
Nonthreatening Environment
Unit projects reinforce scaffolded learning and make summative assessments less intimidating by offering students choices. During my student teaching, my World Geography and World History I classes all completed several in-class projects.
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World Geography created board games for our unit on East Asia, and World History I designed and developed models for inventions during our Renaissance unit.
Monitoring Student Progress
Frequent formative and summative assessments provide ample data on student progress and opportunities for intervention. I frequently use exit slips to have students answer a question about the lesson or summarize our daily topic.
Reflective Teaching Practices
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Data collection encourages reflective teaching practices and proven records of student growth. I look at daily formative assessments to gauge student progress and identify areas that need additional time. Review pretest and post-test data here.