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Formative vs Summative Assesments

Measurable & Observable Objectives are Important!

Summative Assessments

Formative Assessments

A summative assessment is a method of determining the effectiveness of the lesson as a whole. Summative assessments are usually more serious, and come at the end of a lesson. Instead of slowly dropping relevant questions along the path of a lesson, summative assessments accumulate all components of a lesson, from beginning to end, in order to test the students.

An example of a summative assessment would be an end of chapter exam.

Formative assessments can be considered as small checkpoints along the way of a lesson. This allows the teacher to see where each student stands on their path to understanding the lesson. The results of formative assessments allow the teacher to either redirect, continue with, or repeat parts of the lesson in order for the student to consistently achieve quality learning.

An example of a formative assessment would be asking the students short questions mid-lesson about what was just taught to ensure that they absorbed the information. If the students are unable to confidently answer the questions, then it might be a good idea for the teacher to go over the relevant material again with the class.

A measurable and observable objective provides a clear goal for the teacher to target. When an objective is measurable, both the teacher and student can arrive at unbiased conclusions as to whether the objectives of the lesson have been reached or not. Assessment results from following a measurable and observable objective do not require much interpretation from a teacher when deciding whether or not the objective has been reached.

VS

Materials

Cooperative Learning & Social Emotional Skills

WHAT IS THAT?

Cooperative Learning is beneficial in classrooms because it trains students to work together with open minds and consider one another’s ideas. This skill is extremely important for one’s social and work life.

Lesson Planning

The 5 E’s Lesson Plan:

Inquiry based learning is an effective method of gaining knowledge through hands-on experience, questioning, and exploration.

Diversity

Social Emotional skills like Teamwork, Active Listening, Respect for Diversity of Thought, and Empathy is crucial in an inquiry-based lesson plan. This specific lesson plan is all about exploration, and there is no exploration without diverse, new ideas to explore. Diversity comes from working in teams, where each unique brain brings something new to the table. In order to completely understand and collaborate with your team, efforts toward active listening are necessary. Empathy is always a necessary component to interact with others as it helps create a mutually respectful and trustworthy space to share ideas.

Elaborate

4

Engage

1

Encourages students to apply their new information to real world situations. This allows foreign knowledge to become familiar to the students.

Captures the attention of the students and gets them to begin thinking. This sets the lesson off to a strong start!

TEKS

Materials

Explore

2

Evaluate

5

Diversity is the inclusion of students and ideas from different backgrounds, ethnicities, sexes, and cultures. This is extremely important for educators not only to create a safe and inclusive place for all students in the classroom, but also to stimulate an organic flow of different ideas. These different ideas help students gain access to multiple perspectives and understand that their way of thinking is not the only way, which is a dangerous impression to have.

Two Types:

TEKS is an abbreviation for Texas Essential Knowledge and Skills. TEKS provide the Texas State standards that shape the curriculums for state-funded public schools from KG -12th grade. TEKS is split into two categories: Knowledge and Skills, and Student Expectations. Each lesson in the curriculum has a Knowledge and Skills TEKS as well as a Student Expectations TEK.

Allows the students to dive further into their original ideas. This gives students time to arrive at new inferences, organize their thoughts, and further develop their ideas.

Assesses students based on what they just learned to ensure the knowledge has been effectively communicated. From here, students and teachers can move forward based on the results of the assessment.

Explain

3

The Knowledge and Skills TEK introduces the general idea of the lesson in regards to its application to real-life, and the desired goal from teaching the lesson. The Student Expectations TEKS specifically highlights what the student should be able to do after the lesson is complete. Knowledge and Skills TEKS tend to state the immeasurable goals of the lesson (concept-related objectives), while the Student Expectations clearly state the measurable objectives of the lesson.

This brings new information into the picture that the students can then connect to their original ideas. Here, students can learn and make sense of the key components of their lesson.

Inquiry Based Learning

Cognitive Learning Objective #5

The cognitive learning objective #5, “the learner understands that education can help create a more sustainable, equitable, and peaceful world” is a valuable motivator for students to want to “reach equitable quality education” and for teachers to want to “provide lifelong learning opportunities for all.” The want for peace is a mutually agreed felt, and understanding that quality education leads to a more peaceful world will bring purpose to those chasing an education.

What I've Learned...

The UN's Goal for Quality Education

Materials

Social-Emotional Learning Objective #4

Through this course, I've learned that teaching STEM requires more experience than just knowing the STEM material you will be working with. Understanding how to work with students effectively, and getting them to work with you effectively is just as important as understanding math or science. Though it is usually not associated with emotions, teaching STEM requires a lot of empathy from the teacher as well as the students. For example, active listening, cooperative learning, and social-emotional learning all help create an environment where students are more motivated to learn their STEM topics.

The social-emotional learning objective #4, “the learner is able to recognize the importance of their own skills for improving their life, in particular for employment and entrepreneurship” is essential to remaining steadfast on the path to gaining education. This objective allows students to look past school grades, and hold a more sustainable motivator to keep them encouraged to learn more, even after school. This motivator is the betterment of their own life. Once a student understands that gaining knowledge and improving their skills will lead to a better life, they will have a purpose for learning and will be less likely to slack off.

In part of a movement to globally eliminate poverty by 2030 through 17 Sustainable Development Goals, the UN has focused Goal 4 completely for education. The main target of this Goal is “to ensure inclusive and equitable quality education and provide lifelong learning opportunities for all.”

Materials

Behavioral Learning Objective #4

The behavioral learning objective #4, “the learner is able to promote the empowerment of young people” is underrated but essential to the forward-movement of our development as a global society. Recognizing the energy, willingness, and optimism that young people can bring to the table brings you one step closer to achieving the UN’s 2030 goal. Often young people are underestimated due to their lack of life experience, but who better to recruit for changing the future, than the people that will be living in it?

Quality Education Mind Map

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