Summary: This chapter focused on types of assessment and how you can use the data from these assessments to help improve student learning. The chapter also focuses on formative assessment which has several definitions, but the one that stuck out to me “is the process of gathering evidence of student learning.”
Formative assessment is great way for teachers to have ongoing strategy for assessing their students. The teachers can use that assessment in order to give needed and detailed feedback to their students. The books also outlines several informal assessment, such as facial expressions, body language, and speed and tone in which students read. These informal assessment are also great tool for teachers to use to further student learning. The chapter outsides outlines
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Will this type of assessment work in all subjects? Regarding the subject of body and facial language, how can you use these techniques on children who have special needs such as those with autism? The author gives two definitions for formative assessment, this seems a bit confusing since the reasoning for formative assessment is so different. (“Multiple meanings”), which one is right?
Connections: Today in my Math 212 Math for Elementary School Teacher we had Michelle Daml from the curriculum department at the FNSB School district, come talk to us about math strategies. One of the new curriculum they are using is called Number Sense. When I was reading about the strategies in our textbook, one of the key points she was making was also made in the book. The point was giving students enough time to give responses. She says this is big issues especially when teaching math. Children will usually think of several strategies to solve a problem so they need that time to work it out in their heads. Silence can be a good think in the classroom especially if students are using that time to think and solve a