Formative
Assessment
Unit: Colonial America Road To Independence
As I work in
a Unit I have the students prepare by reading the assigned material in the textbook
along with some Historical Documents that pertain to topic. Such documents as: Journals from an indentured servant traveling
to America, families of colonies, Salem Witch Trials; May
Flower Compact, Fundamental Constitutions of Colonies, Declaration of
Independence support this unit.
After
reading preparation, class time would be used to discuss and do pencil paper
work such as: notes, worksheets,
maps. Usually a topic each day is discussed,
example “Taxation Without Representation.”
I use worksheets to organize facts and events and then we will discuss
by me formulating Big Idea question based off reading and work. Informally this would be my first formative
assessment to see if the class is grasping the concept as a whole-no official
collecting of date. Either that same
class period I may do an exit quiz or an entrance one the following day. This would be my first collection of
data. It may be a simple 2 question
assessment or a 10 mini quiz; 5 vocab and 5 Multiple Choice.
After correcting
the assessment I sort and analyze my data: 1.
Sort into two piles one pile proficient/got it and the other
developing/confused. I note to myself students that were inadequate/totally
misinformed and have them come see me at SRB (Student Responsibility Block) 2. Analyze which questions seemed to trouble
most students. 3. Return assessment back to the students and
break them up in the two groups that were represented in my first step. I allow them to discuss and correct their
mistakes. Once we are all back as a whole class I make sure the students have
the correct information before we go on to the next concept. Readdress the group
concerns. These formative assessments are
used to create the Summative Assessment.
During the analyzing stage I also use the historic concept and address power
standards from the the Departments Power Standards
I continue
the above process for each concept and once the unit is covered I review all
formative assessments with students and prepare for the summative assessment
which will be their grade for that Unit.
If students
fail to meet the Summative Grade I use the SRB block for a reassessment.
Obviously I
vary from this routine depending on projects I may have or enrichment I may add
to the Unit. Also if a concept or skill requires
me to break down the material into more details and time.
I struggle
with organizing my class room to accommodate the students that master the
concept while I need to work with students who need more time or in that
developing step. Social Studies is a
unique study because we address Historical concepts and common core is more
skilled based. So when creating
assessments it becomes difficult to
assess students because we have to look at historical content and common
core skill.
