Difference between revisions of "Formative Assessment in PBL Math"

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*Design formative assessment opportunities to enhance learning in an identified instructional area.
 
*Design formative assessment opportunities to enhance learning in an identified instructional area.
  
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==[[Unit 2: What are the benefits?]]==
 
==[[Unit 2: What are the benefits?]]==

Revision as of 16:00, 7 May 2012

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Introduction or Project Entry Event

  • Have you ever finished with a unit of instruction, only to realize you 'lost' half your students on lesson one!?
  • Have you witnessed your students furiously copying your every word (pauses, coughs, errors and all), only to discover that they can only regurgitate the information?
  • Do you ever notice that in your practice assessment tends to only occur at the end of a unit of instruction, offering few opportunities to correct conceptual mistakes (such as violating order of operations)?
  • Do you wish to acquire learner feedback more frequently during instruction?

If your answer to any of the above questions are 'YES', then you are ready for the mini-course ahead. Within this course, you will go through the steps of the 'Design Process', view examples of formative assessment implemented in a math project-based learning environment, and will work to design your own lesson to implement assessment opportunities.

The Design Process

Course Objectives

  • Define and explain what formative assessment is and the benefits of using it in the classroom.
  • Identify various types of formative assessment as illustrated through authentic examples
  • Design formative assessment opportunities to enhance learning in an identified instructional area.

Unit 1:

Unit 2: What are the benefits?

Unit 3: What does it look like?

Unit 4: Designing formative assessment into instruction