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 17:00, 7 May 2012
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.
