Difference between revisions of "Formative Assessment in PBL Math"

(Unit 1: Phase One-Research)
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<img>http://www.sdc.uwo.ca/learning/images/science.jpg</img>  
 
<img>http://www.sdc.uwo.ca/learning/images/science.jpg</img>  
==Introduction or Project Entry Event==
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==Introduction or Entry Event==
 
*Have you ever finished with a unit of instruction, only to realize you 'lost' half your students on lesson one!?
 
*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?
 
*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?
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*Do you wish to acquire learner feedback more frequently ''during'' instruction?
 
*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.
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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 formative assessment opportunities. The course itself will reflect the formative assessment practices it discusses.
 
 
The Design Process
 
  
 
==Course Objectives==
 
==Course Objectives==
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*Identify various types of formative assessment as illustrated through authentic examples
 
*Identify various types of formative assessment as illustrated through authentic examples
 
*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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*Rubric
  
==[[Unit 1:]]==
 
 
==[[Unit 2: What are the benefits?]]==
 
  
==[[Unit 3: What does it look like?]]==
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==[[
==[[Unit 4: Designing formative assessment into instruction]]==
 

Revision as of 16:25, 7 May 2012

science.jpg

Introduction or 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 formative assessment opportunities. The course itself will reflect the formative assessment practices it discusses.

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.
  • Rubric


==[[