The Differentiate page showcases the student's learning through multiple low risk formative assessments and accurate summative assessments.
Each student learns differently and demonstrates their understanding in many ways. Our job as teachers is to provide as many opportunities for input as we can, in as many forms as we can also. The students then will be responsible for becoming the producer of this information and show evidence of their learning.
This evidence will be followed by feedback, constructive to the goals at hand. Some students will start higher on the continuum than others, and reach mastery much sooner. Others will need more time to process. More feedback will be provided and more practice opportunities will be presented. Each student will have a fair and equal chance to reach their skill mastery.
Formative Assessments can include activities, quizzes, exit cards, workouts in class, and all provide the opportunity for students to provide evidence of where they are in terms of their understanding for that unit. Formatives also provide chances for feedback and crucial knowledge for the teacher, to help develop summative assessment. In my Personal Fitness classes, I design special "WOD's" on Friday's that incorporate our current learning targets and give a chance for fun, low risk, formative assessing. These act as check-in's for unit goals, and help drive the summative project based learning opportunities presented in class.
The summative is an opportunity for the students to display their understanding of particular targets or skills. A teacher should know exactly how each student will perform on the summative, based on accurate formative assessments. If all practice opportunities were aligned with summative goals, then this will be a stress free environment for the students. Some students may need more time, and this is ok. Learning is a cycle, and some may need a few more laps than others. We will all get there, and celebrate the achievement together.
Each student learns differently and demonstrates their understanding in many ways. Our job as teachers is to provide as many opportunities for input as we can, in as many forms as we can also. The students then will be responsible for becoming the producer of this information and show evidence of their learning.
This evidence will be followed by feedback, constructive to the goals at hand. Some students will start higher on the continuum than others, and reach mastery much sooner. Others will need more time to process. More feedback will be provided and more practice opportunities will be presented. Each student will have a fair and equal chance to reach their skill mastery.
Formative Assessments can include activities, quizzes, exit cards, workouts in class, and all provide the opportunity for students to provide evidence of where they are in terms of their understanding for that unit. Formatives also provide chances for feedback and crucial knowledge for the teacher, to help develop summative assessment. In my Personal Fitness classes, I design special "WOD's" on Friday's that incorporate our current learning targets and give a chance for fun, low risk, formative assessing. These act as check-in's for unit goals, and help drive the summative project based learning opportunities presented in class.
The summative is an opportunity for the students to display their understanding of particular targets or skills. A teacher should know exactly how each student will perform on the summative, based on accurate formative assessments. If all practice opportunities were aligned with summative goals, then this will be a stress free environment for the students. Some students may need more time, and this is ok. Learning is a cycle, and some may need a few more laps than others. We will all get there, and celebrate the achievement together.