Formative Assessment 1
Assessment Title:
Alphabet monster cups
Grade Level:
Kindergarten
Subject Area:
ESL
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Skills or Content Knowledge: What information or ideas will be evaluated with this formative assessment? In other words, what data are you aiming to gather?
Students will be evaluated on their knowledge of the alphabet, specifically, 5-10 target letters. Reading and letter identification.
Assessment Description/Link: What activity or technology (app, tool, etc.) will students use to demonstrate their knowledge or skills? In other words, how will students provide data?
Students will use Monster Cups (paper cup with a Monster face with cut out mouth taped on) and laminated letter chips that look like cookies.
When the teacher calls out a letter or letter sound, students will look for the appropriate letter cookie, show it to the teacher, announce the letter name and sound. If the student is correct, the teacher will instruct the students to feed the cookie to their monster.
Modifications & Adjustments: How will you administer this formative assessment in an online, hybrid, and physical learning environment? How will you make this accessible to students with language barriers and those with special needs?
Online: Show the letter cookie options and monster on a powerpoint or other presentational tool. Students can call out the letter and the teacher can click the letter. Using simple animations, the letter cookie can move into the monster's mouth if correct or the monster can make an angry face if it’s wrong.
To help students out a bit, the letter cookies can be different colors so if a student knows which letter goes with the sound but forgot the letter name they can still call out the color of the appropriate letter cookie.
Hybrid: Have online student play the online version while physical class students use the cups and cookie chips
Data Collection: How will you gather and record data from this formative assessment? How will you use the data to inform instruction?
I will collect data informally by observing if the students can identify the letters correctly or not. I can also write down my observations in the reflection section of my lesson plan. I can use these observations and data to figure out if a student is struggling, I can give them some videos or activities they can do at home and ask concept checking questions in class. If a lot of students are struggling maybe the material needs to be reviewed and covered again.
Student-Centered Learning: How will this formative assessment promote a student-centered learning environment in your classroom?
This assessment is really cute and fun for the kids and many of them chose to play this game with me during their Montessori time where they have choice on what they want to do so I think it’s really engaging for them. I also will sometimes pair students to work with their peers who may understand better or who struggle so that as a team they can learn and collaborate together to acheive a goal. This is a good game and level for my students who are all ELL. Special Needs students may benefot from doing this assessment with a partner.
Formative Assessment 2
Assessment Title:
Whiteboard Race
Grade Level:
Kindergarten
Subject Area:
ESL
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Skills or Content Knowledge: What information or ideas will be evaluated with this formative assessment? In other words, what data are you aiming to gather?
This assessment/game can be made, used and modified to fit any writing or identifying task. I will usually play this game with my older students writing simple spelling words. I also will sometimes play a similar game with my younger students where they erase letters from the whiteboard to show me they can identify the letters appropriately. Mostly used to gather writing and spelling data.
Assessment Description/Link: What activity or technology (app, tool, etc.) will students use to demonstrate their knowledge or skills? In other words, how will students provide data?
*Older students- using mini whiteboards and markers, have students write down a spelling word said by the teacher. You can also have the students break up into teams and telephone whisper the word down the the student who writes the word down on the board.
*Modification- if we just learned a new type of word for example magic (silent) e words, oa words or something I will have our vocabulary list up on our main class board to support the students. This acts as a support and helps them to visiualize and connect the worsd to the new spelling pattern
*Younger students- using a mini whiteboard and eraser, have all the target letters or words pre-written on the board. Have the students erase the letter or word said by the teacher. Erasing the correct option shows they can identify the letter/word correctly.
*My students really like playing these games and you can use as many mini whiteboards as you want from just two to every student in your class. It’s a easy way to note students who struggle and to find any common mistakes or confusion that needs to be reviewed or re-taught.
Modifications & Adjustments: How will you administer this formative assessment in an online, hybrid, and physical learning environment? How will you make this accessible to students with language barriers and those with special needs?
Online: In an online setting, I would suggest creating a word builder game in Power Point. I have done this in the past successfully and just have a set number of boxes then have the students spell out the word orally while I clicked or typed in the boxes. On zoom when you can have participants type, I would let students type it in after doing a quick review of where the lesson’s target letters were located on a keyboard. For the younger students they can click on the correct letter/word and it could erase or dance around or use a funny animation to show the answer they clicked was correct.
Hybrid: For a hybrid class, physical students could still write on or erase on the mini whiteboards while online students typed on the powerpoint.
In the past, I have asked parents to make or tape little letter cards to keyboards to highlight just a few letters on a keyboard needed for that class to help with this game and that worked well since most students were participating in class via computer. I didn’t have any students participating via a smart phone so I’m a bit unsure of how to better support for that.
Data Collection: How will you gather and record data from this formative assessment? How will you use the data to inform instruction?
I usually have a notebook with me during this game to write down some of the target words for me as a mental reminder but I willl also write down the students’ names and keep a tally of how many turns everyone has had and any difficulties I notice. I can then look back and write out any patterns or significant findings in my reflection part of my lesson plan and adjust future lesson plans accordingly if needed. So if a lot of students struggle identifying the letter ‘Q’ for example, I can spend some extra time reviewing that letter. And if one student struggles with something then I will usually note it as something to work with them individually on during our Montessori time.
Student-Centered Learning: How will this formative assessment promote a student-centered learning environment in your classroom?
This assessment is an easy way to check knowledge either individually or as a class survey. The trends are easy to indentify with this kind of assessment too.
Dylan Wiliam: mini whiteboards and coloured cups
This game can be leveled appropriately to class’ ability. Having the word list up as a support is a good tool for ELL and Special Needs learners.
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Formative Assessment 3
Assessment Title:
FlipGrid Picture Cards
Grade Level:
Kindergarten
Subject Area:
English
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Skills or Content Knowledge: What information or ideas will be evaluated with this formative assessment? In other words, what data are you aiming to gather?
This assessment focuses on speaking and grammar skills. The instructions will be included on the introduction video for the assessment for this is a little bit of listening skill involved but all the data collected will be on the students’ speaking.
Assessment Description/Link: What activity or technology (app, tool, etc.) will students use to demonstrate their knowledge or skills? In other words, how will students provide data?
Show various picture cards and have students identify the word, create a sentence and use appropriate grammar pattern in a FlipGrid video.
Example:
Pink- I like pink. My shirt is pink.
Depending on student ability or general goals, students can include a couple words in their video maybe like 2-3 would be a good amount and they should be able to choose the words they want from provided list.
FlipGrid:
Modifications & Adjustments: How will you administer this formative assessment in an online, hybrid, and physical learning environment? How will you make this accessible to students with language barriers and those with special needs?
Online: Students can idependently record their video on teh platform remotely.
Hybrid: Physical and online students can record their videos independently on the platform.
Data Collection: How will you gather and record data from this formative assessment? How will you use the data to inform instruction?
Data will be collected as flipgrid videos. Based on the videos, the teacher can tell if students are struggling with speaking skills like forming complete sentences or pronunciation as well as any relevant grammar issues.
Student-Centered Learning: How will this formative assessment promote a student-centered learning environment in your classroom?
This assessment is student driven and directed so it is student centered learning. There is also an opportunity of choice for the students by letting the students chose their own words they want to include in their submission video.
This video prompt can be read aloud to better support ELL and special needs learners. Students can also watch and refer to their peers’ work to get a better understanding of the task.
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