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Formative Assessment in Teaching Strategies I | ELED 345, Study notes of School management&administration

Formative Assessment Material Type: Notes; Professor: Fryman; Class: TEACH STRAT I; Subject: Elementary Education; University: Western Kentucky University; Term: Fall 2010;

Typology: Study notes

2009/2010

Uploaded on 12/07/2010

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Download Formative Assessment in Teaching Strategies I | ELED 345 and more Study notes School management&administration in PDF only on Docsity! Classroom Assessment: Concepts and Applications Formative Assessment: Assessment During Instruction Formative Assessment: Like Tasting Soup! C\ \ S 5 Factors to Monitor - 2 • Smoothness of transitions between concepts and activities • Usefulness of examples used to explain concepts • Degree of comprehension of class and individual students • Desirability of starting or ending a particular activity © 2008 McGraw-Hill Higher Education. All rights reserved. 6 Assessment Indicators • Informal assessments such as student observations • Formal feedback, including homework, worksheets, and lesson reviews © 2008 McGraw-Hill Higher Education. All rights reserved. 7 Potential Threats to Instructional Validity • The lack of teacher objectivity when judging the success of a lesson • The incompleteness of the evidence used to make decisions about instruction and student learning © 2008 McGraw-Hill Higher Education. All rights reserved. 10 Questioning: Purposes • To promote attention • To promote deeper processing • To promote learning from peers vide reinforcement vide pac and c ntrol vide diagnostic information © 2008 McGraw-Hill Higher Education. All rights reserved. 11 Types of Questions • Higher-level questions – Require analytical, critical thinking skills • Lower-level questions – Require recall or memorization skills • Convergent questions – Have a single, correct answer • Divergent questions – May have several appropriate answers © 2008 McGraw-Hill Higher Education. All rights reserved. 12 Emphasis on Lower-Level Questions • Memory-focused objectives occur frequently in the lesson plans • Easiest for students to answer • Teachers are more likely to know the answers to lower-level questions Lower-level qu stions are easier to create han higher level • Lower-level questions take less thought and time to answer, which preserves a fast pace of instruction © 2008 McGraw-Hill Higher Education. All rights reserved.
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