Difference between revisions of "Formative Assessment in PBL Math"
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| − | ==Introduction or | + | ==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 | + | 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. |
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==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. | ||
| + | *Rubric | ||
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| − | ==[[ | + | ==[[ |
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Revision as of 17:25, 7 May 2012
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
==[[
