FORMATIVE

 

Throughout the unit, students will be engaging in multiple forms of formative assessment, such as reflections, peer review, exit slips, and teacher observation. Implementing formative assessment tactics in the classroom allows teachers to observe growth in their students’ learning. Formative assessment informs future teaching practice, as educators are then able to structure future lessons based on the feedback. It is important for teachers to assess their students learning, but it is equally important for students to reflect on their own learning in order to improve (Shepard et al., 2005).

 

Reflections are a great way for students to document their thinking, and observe the evolution of their ideas over time. Before moving to the next class, students have the opportunity to sit and critically think about what the students just learned. Teachers are able to assess whether their students are grasping the topic, and use that information to structure their next lesson. By incorporating reflections into the unit, students with gain a better capacity for self-regulation and promotes self-efficacy (CAST, n.d.). This creates a student-centered environment where the motivation for learning comes becomes intrinsic to achieve student mastery. An additional benefit to reflections is that they allows students to explore and express their thoughts through multiple representations. 

 

Throughout the unit, students will be engaging in a peer review to receive feedback on their projects. According to Newmann and Associates (1996), students should engage in conversations with their peers and teachers because it will result in an improved understanding of the topic (p. 289). The teacher also provides feedback to the students at checkpoints throughout the unit to lead the students on the path for success. Ensuring that the feedback is "relevant, constructive, accessible, consequential, and timely" is essential to sustain student engagement (CAST, n.d.). Student learning and success will be promoted through providing the students with mastery-oriented feedback, whether from the teacher or peers.

 

At the end of selected lessons, students will be provided with an exit slip to assess their learning. Teachers will be able to use their students’ responses as an indication on whether their students have understood the material. Teachers then have the opportunity to structure their next lesson based on the feedback they received from the exit slips. Exit slips are also a great way for students to leave the class reflecting on whether they have truly understood the material, or if they need more practice. In this unit plan, an example of an exit slip is used to review Punnett squares in Day 4. The teacher uses the student responses for the exit slip to address any misunderstandings about Punnett squares before moving onto the next concept. This is also a form of scaffolding to ensure students have a foundational understanding of the content, which further lessons build upon, ultimately guiding students to success in the performance task.

 

Formative assessment occurs throughout the unit plan through informal teacher observations. Observation is a great way for teachers to evaluate student understanding on the topics that are being explored as well as assessing group work and time management skills. By incorporating observation throughout the unit plan, teachers are provided with additional information to shape their practice by addressing misconceptions and misunderstandings as they occur in the classroom.

 

The use of formative assessment is essential in developing student understanding, and shaping teaching however it cannot be used alone. In order to increase student learning and success, assessment needs to be used consistently throughout a unit plan in both formative and summative means (Friesen, 2009). This results in increased student success as the process of learning is being assessed rather than just the product, leading to a more comprehensive and accurate assessment of student understanding.

 

 

SUMMATIVE

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At the end of both units, students will be asked to submit two summative assessments, the pedigree assignment for Biology, and the Performance Task for both Biology and Art. Summative assessments should not be the same as formative assessments, instead, they should serve as an opportunity for students to “…exhibit mastery and to use their knowledge in ways that generalize and extend what has come before” (Shepard et al., 2005, p. 297).

 

Both the summative assessments require the students to use what they had just learned and create two pieces in order to portray their knowledge. For example, for the pedigree assignment, students will be required to refer back to their Biology lessons to successfully complete the assignment. The teacher will assess the Performance Task by using a rubric that would be explained to students prior to them starting. 

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​​At the end of the unit, students will submit a portfolio that consists of the formative assessments and the summative assessment tasks. Teachers can use that portfolio to show parents and administrators the work that their students engaged in. Students are able to have their learning journey in one place to refer back to when needed.

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