Peer Review Assessment and Reflection

Module 5 Unit 1 Activity 3

My Misconceptions of Assessments

Perhaps like myself, many of us have misconceptions when it comes to assessments. Many people think of assessments as summative assessments, those state or district-wide standardized tests that measure grade-level proficiency, and end-of-year subject or course exams. However, through some research, discussion with my cohort, feedback from my peers on my first activity, I realized it is a planned classroom practice to elicit evidence of learning while the lesson is being taught. 

Formative Assessment Reflection

For our assignment, we were to identify three formative assessments that would be appropriate for the grade level and a subject I am or will be teaching.  Then our peers would evaluate our formative assessments and give feedback on ways to improve the quality of the assessment materials. I want to thank Mike and Rebekah for giving me great feedback which has helped me to change and modify my assessments. 

Couple important factors that I overlooked mentioned by Mike and Rebekah were the collection of data on my students' performance in formative assessment and my planning for future instruction. The strategies I used were very relevant and would allow me to know whether or not students are understanding the materials. However, I did not explicitly state how I would use the results of the assessment to further my instruction. For example, after doing a Venn Diagram to check their understanding of the similarities and differences of the economic systems, how does that help me in planning my next instructions? Mike suggested that if the students have difficulty in finding similarities and differences of the economic systems, I can use that assessment to reteach the lesson. If most students are able to complete the diagram, I would feel comfortable knowing that they are following along, and I can move on to the next lesson. 

Another activity I use quite often is the Think-Pair-Share. I come to depend on this strategy because of the large class size that I have. By implementing such strategy, I'm able to help students develop 21st-century skills like collaboration and critical thinking. The reason why this strategy is so great is that students that may be having difficulty with the work may find help from someone in their own group. In addition, I am able to move around the classroom to assess the groups as they discuss and be available to help if needed. One question Rebekah asked was what I would do if a majority of the students did not understand. If this was the case, I would know then that I need to refocus my lesson on that particular topic. 

My last formative assessment was the use of Edpuzzle. I have used many videos in my lessons before and using Edpuzzle would be a great tool to use with my high school economics class. I would use Edpuzzle as a formative assessment as they watch the video rather than wait until the end which allows me to know whether or not they comprehend. Edpuzzle also allows me to see data on who has answered correctly or incorrectly. I also sometimes assign students to watch videos for homework. They would answer questions based on the videos. With Edpuzzle, I can if students watched the videos, how many times they watched and if they are understanding the content. Seeing the results of their homework allows me to better plan my future instructions. 

After creating my own formative assessments, discussing with my cohorts, and receiving feedback from peers, I have a much better understanding of designing formative assessments.