Formative Assessments

Formative Assessments Wait Time 1. List the benchmark (written out) SC.7.L.17.
3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. 2. Describe the assessment task exactly as the students will see it, including any questions or prompts that you will use. The teacher will ask questions to the students and wait at least five seconds for them to answer. Example: What are some things that living things require to survive? I will give you five seconds to think about this before you answer. 3. In your own words, describe your rationale for using this form of assessment, including: 1. How it promotes student learning Well when asked a question most students will answer with the first thought that enters their mind. However this first thought isnt exactly always the right thought. If the students were given a little more time to answer the question they could probably come up with a correct answer. Also, sometimes the question seems too difficult to answer and some students will not be given a chance to think deeply about the question. Given more time will get the students to try to figure the complex question instead of just waiting to be given the answer by the teacher or some other student. 2. How it informs instruction This informs instructions because the teacher can get a better sense of what students dont understand and what they truly understand. If the students are given more time to answer a question. The teacher can expect a better answer or at least the best answer a students can give. This should be a great measurement of the true rational and understanding a student has of the topic.
Thought Experiments 1. List the benchmark (written out) SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.
2. Describe the assessment task exactly as the students will see it, including any questions or prompts that you will use. The teacher will ask a question that will ask a question or questions that will ignite the students thoughts with a question that is completely hypothetical and cannot be actually measured in the classroom. Example: What would occur if all the plants in the world were extinct? I will give you five minutes to think about this and then discuss this with your groups. After five minutes the class will have a class discussion to explore all of the students ideas and deep thoughts. They will be able to build off of each other hopefully and create an atmosphere of learning and acceptance. 3. In your own words, describe your rationale for using this form of assessment, including: 1. How it promotes student learning This exercise will promote the students to think about something that they cannot see but require deep thinking to come up with an answer. It will allow the student to feel comfortable sharing their deep thoughts and possibly transfer the conceptual understanding gained from the exercise to a new context. It will also generate interest in the student and get them to want to learn more about the related concept. 2. How it informs instruction It informs the instruction because as the student share their ideas the teacher is able to gain an insight of the students deep thought and their understanding.
Whiteboarding 1. List the benchmark (written out) SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. 2. Describe the assessment task exactly as the students will see it, including any questions or prompts that you will use. Teacher will hand out whiteboards and markers to each student. We are going to create our own food webs. Work with your group to decide what animals to include but you have to create your own food web on a whiteboard. What type of organisms should you include? [Decomposers, producers, consumers, sun] [sun, plants, herbivores, omnivores/carnivores] Make sure they are in the correct order. You have three minutes to complete your food web. Walk around the class observing students and helping them. After three minutes, have students share their food webs, asking questions such as What is your primary consumer? or what is your top predator? or which animal has the most energy or which organism would have the largest population?
3. In your own words, describe your rationale for using this form of assessment, including: 1. How it promotes student learning This formative assessment promotes student learning by helping the teacher learn about students prior knowledge and current ideas about the topic. Also when used at the beginning at the class allows students to start thinking. It also gives students the opportunity to interact with classmates and share their ideas. The whiteboards also allows students to easily modify their work. 2. How it informs instruction Instruction can gain from this exercise because It allows teacher to immediately address students misconception and because it is class activity all the students are able to learn from the correction of misconceptions.
Think-pair-share Immediately after Whiteboarding, I would use this activity to allow students to work further with their whiteboard work. 1. SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. 2. Now I will have you predict what will happen when one population changes. Pick a student to choose which level of the food chain will experience the change. Pick another student to choose how the population will change. First we will take thirty seconds to think about how the food web will be affected. If you need to you can write down what your ideas, but no talking for thirty seconds. Teacher will start the timer and ask probing questions throughout. Does changing the population of an organism only affect the ones above it? Does it cause a change in organisms that are not directly above or below it on the food chain? How about the environment? Could this change affect the environment? If so, how could that affect the remaining animals over time? After thirty seconds inform students that they will now have one minute to talk with a partner about what they think will happen in their ecosystem. You will now move into pairs and talk about what you decided will happen when a population increases. After a minute initiate a class discussion where the students all share their ideas. 3. How it promotes student learning This activity is similar to Whiteboarding in that it lets students think about the topic before engaging in class discussion. Students are able to work with their partner to share ideas and can modify their prediction as they see fit. When they are then engaged in class discussion they will have more to offer and have better prepared answers and comments.
How it informs instruction Think-pair-share informs instruction by allowing teacher to address inaccuracies and give immediate feedback to students.

Formative Assessments

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Formative Assessments Wait Time 1. List the benchmark (written out) SC.7.L.17.

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