Escolar Documentos
Profissional Documentos
Cultura Documentos
Michael D. Tomorsky
CIL 604
Dr. Chyllis Scott
University of Nevada Las Vegas
vocabulary strategies to target what they need to learn. Students who do the QuickWrite and
meet the objective, can continue to an enrichment activity, like researching the positive and
negative changes humans have on an environment of their choice. I can then reassess as need and
keep the summaries for the students to use later on a summative assessment.
Developing summative assessments, when students are assessed on all aspects of a
standard, can be more difficult. A good summative assessment needs to be accessible for students
of all ability levels, yet rigorous enough to meet the objective. Summative assessments can take
on many forms, an end of topic exam, a final project, even a written paper. When planning for
NVACS standard RI.5.2, and science standard 5)4.8, I would have multiple assessments to gauge
student learning. First I would use a standard multiple choice end of the unit exam. This is
limited in its scope to reach all students, so I would modify the questions to pinpoint the
standards and objectives of the unit. The benefit of using a standard end of the unit assessment is
that I can choose what the questions are to test for understanding of the content. The second
aspect of the summative assessment would be project based and utilize a rubric. Prompted with a
question like, Advances in technology can have a positive and negative impact on the
environment. Choose a technology, like natural gas, and explain both the positive and negative
impact it has on the environment. The students would then choose what kind of project they
would like to produce, be it a brochure, foldable, virtual museum, poster, infographic, or a
presentation through digital technology. This type of assessment allows for the student to choose
a media that they feel comfortable producing in a way that allows their ideas and knowledge to
be expressed. Students may need some guidance in the production of their product, but the
information presented will be theirs alone. By allowing students to show their knowledge
through a project, I can see where a student is exceeding or needs more help in meeting the
standard.
As I reflect on this assignment, I feel that I have many tools at my disposal as part of
formative assessments. Making sure I have quality summative assessments is the next step in
making sure I meet my students needs in preparation for their future success.
References
Afflerbach, P. (2013, July 16). Peter Afflerbach: Formative Assessments and the
Common Core. Retrieved August 6, 2015, from https://youtu.be/-cpFLLVfd6A