Difference between revisions of "3: How do I design with the objectives in mind?"
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Design formative assessment opportunities to enhance learning in an identified instructional area. <br /> | Design formative assessment opportunities to enhance learning in an identified instructional area. <br /> | ||
| − | In this phase, you should be elaborating | + | In this phase, you should be elaborating on Benchmark #2, finalizing your draft lesson and preparing to have it critiqued, by both yourself and another individual. You have now acquired sufficient information to define formative assessment and identify its core characteristics. |
==Benchmark #3: Rubric Check== | ==Benchmark #3: Rubric Check== | ||
Revision as of 19:32, 12 May 2012
Learning Objective:
Design formative assessment opportunities to enhance learning in an identified instructional area.
In this phase, you should be elaborating on Benchmark #2, finalizing your draft lesson and preparing to have it critiqued, by both yourself and another individual. You have now acquired sufficient information to define formative assessment and identify its core characteristics.
Benchmark #3: Rubric Check
Lesson include iterations of the following process loop:
- Identifying the gap
- Feedback
- Student involvement
- Learning progressions
Compare your draft unit to the Formative Assessment Product Rubric and record your notes. Where do you satisfy the criteria? Where does there exist a gap? You will provide your 'critique' to your colleague in the next benchmark.
Benchmark #4: Peer Evaluation & Rubric Check
- Next Phase: 4: Reflection & References
- Previous Phase: 2: What does it look like?
- Entry Event: Formative Assessment in PBL Math
