In a 250-300 word essay, describe the characteristics of effective formal formative assessments. Provide examples from outside sources or your required readings. What makes formative assessments high-level or low-level?
Include at least three sources from the required readings or the GCU Library that support your ideas. You may use the textbook as one of your sources.
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Prepare this part of the assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
Part 2: Informal
Based on the Depth of Knowledge (DOK) Levelschart, create three open-ended questions for each of the four DOK levels (12 total) that could be utilized as informal formative assessments for the lesson plan that you began in Topic 1.
Use your 12 questions to complete the “Formative Assessment Template.”
Submit your template with your essay as one deliverable.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
In a 250-300 word essay, describe the characteristics of effective formal formative assessments. Provide examples from outside sources or your required readings. What makes formative assessments high-level or low-level?
Academic Language
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
Informational Text
What is the title and author of the Informational Text you have selected?
Academic Language: Key Vocabulary:
Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson.
Function:
Clarify the purpose the language is intended to achieve within each subject area. Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding? Form:
Describe the structures or ways of organizing language to serve a particular function within each subject area. What kinds of structures will you implement so that your students might demonstrate their depth of understanding?
Class Profile
Student Name English Language Learner Socio-economic
Status Ethnicity Gender IEP/504 Other Age Reading
Performance Level Math Performance
Level Parental
Involvement Internet Available
at Home
Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No
Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes
Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes
Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No
Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes
Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes
Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes
Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No
Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes
Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes
Francesca No Low SES White Female No None Grade level At grade level At grade level High No
Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No
Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No
Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes
Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes
Lolita No Mid SES Native American/
Pacific Islander Female No None Grade level At grade level At grade level Med Yes
Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes
Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes
Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No
Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes
Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med
Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes
Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes
Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes
Wade No Mid SES White Male No None Grade level At grade level One year above grade level Med Yes
Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High Yes
Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level Med Yes
Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Two years above grade level Two years above grade level Low Yes
