Module 1:
Outcome #1
Students will reflect on how well they accomplished the keys for quality classroom assessments and fulfilled the course outcomes.
Outcome#2
Students will compare and contrast formative and summative assessments, indicate their intent and usage. Students will create examples of formative assessments for their approved unit.
Outcome #3
Students will demonstrate proper strategies for aligning assessments with intended student learning outcomes in terms of performance verbs and academic content and verify the alignment.
Outcome #1
Students will reflect on how well they accomplished the keys for quality classroom assessments and fulfilled the course outcomes.
Outcome#2
Students will compare and contrast formative and summative assessments, indicate their intent and usage. Students will create examples of formative assessments for their approved unit.
Outcome #3
Students will demonstrate proper strategies for aligning assessments with intended student learning outcomes in terms of performance verbs and academic content and verify the alignment.
The time I took comparing formative and summative assessments was very valuable. Both are very effective in the classroom and when designing instruction from beginning to end. The process in which topics are taught are in a progression of the skills. The assessments should be created the same way and ideally at the same time. The assessments are what teachers hope show what the students have learned. When assessments are given as snippets of progress and advancement, the teacher sees the success gradually. As I continue to create assessments based on the needs of my special education students, I am paying much closer attention to the task I am asking of them. I definitely are paying close attention to the verbs being used to how I am teaching and assessing. I want students to learn what I am teaching. I must be prepared.