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Assessment Profiles: Valued integration of Necessitated Assessment
Assessment Profiles Practical Application
When an educator sits to prepare a lesson plan, it is the essential accountability which drives the lesson, not the plan itself. Through the integration of tactical evaluation, professional educators find a colloquial baseline for defining performance. Integration of performance or profiles (evaluation tools) allows for an objective comparison to similarly educated and motivated students. It is the essential comprehension of the three main categories of evaluation which supports and dictates tactical integration as well as future evaluations.
These categories consist of diagnostic, formative, and summative assessment. The compilation of all three genre of assessment profiles enables the educator to formulate tactical plans based upon student reaction, education, or objective. The multiplicative reactionary will find successful lesson planning require all three genre and a focus of any one will eliminate the ability to accurately justify student success.
The primary profile which must be evaluated is the diagnostic, or preemptive profile. This area of evaluation defines the preterit knowledge of a student base regardless of the outcome of the given lesson. It is the determination of this level which enables an educator to formulate a constructive plan which assists students in function within niche as well as level of education. The purpose of diagnostic assessment is to ascertain prior to instruction each student's strengths, weaknesses, knowledge and skills (Richard Sweqaringen, 2002, p.3).
This functional assessment generally defines a student's pre-comprehension of a plan or lesson prior to definitive exploration of the subject. Additionally, within the classroom, students are encouraged to participate in group work with similarly educated students in order to equitably balance workload and educational potential. In this lesson, the diagnostic evaluation will serve to establish a base comprehension of physics and mathematics in order to determine a functional lesson plan which will evoke growth among the students.
Secondly, a formative assessment supports an ongoing educational standard for students within the lesson education practice. Therefore, it is through direct interaction with the instructor that the pupil will reformulate correct responses to stimulated trials. This assessment profile may be considered for those pupils who falter with diagnostic evaluation and necessitate further examination due to the necessitated interaction with teacher or educational professional.
Formative assessment is particularly effective for students who have not done well n school, thus narrowing the gap between low and high achievers while raising overall achievement (NCFOT, 1999, p. 4). It is essential to this form of assessment that preemptive efforts are made to define student who will require further stimulation, and therefore, more intricate evaluation. By establishing a formative framework for lesson challenged students, the support dynamic is present and effective in their growth and educational maturation.
Finally, a heavily relied upon assessment profile is the summative assessment. It is through this format that an instructor may test the current learning curve of his classroom. By accurately evaluating the successes and failures, the educator may focus his efforts on assisting troubled students to further comprehend difficult subject matter. While this form of assessment is very controversial among educators, It is incumbent upon educators to minimize any adverse effects that such an assessment might have on their students (Richard Swearingen, 2002, p. 3).
It is not necessarily true that educators must minimize their assessment efforts in order to determine unsatisfied requisite knowledge; however, it is through the assimilation of these students that the necessitated information becomes commonplace and therefore accessible.
Through a menagerie of all three of these categories, it is ascertainable that educational standards and student profiles will continue to become more consistent and cohesive. The utilization of one form of assessment alone leaves the failed student an unfair disadvantage, as it is essential that all students are included in a similar evaluation profile. In order to successfully incorporate this framework, educators must encourage students to evaluate their own successes and strengths and report specific yet educational information back. Additionally, those students who find these evaluations painful and invasive, it is a priority to focus upon their strengths and encourage growth within their future group atmosphere.
The assimilation of knowledge is best judged by the summative profile, the encountered knowledge by the diagnostic profile, and yet the most difficultly defined evaluation tool is the formative, oftentimes cryptic and inaccurate due to evaluation of immediate comprehension. Regardless, the affectation of knowledge within a student base is both rewarding and determinable, and therefore, a representative forecast of future success. About the Unit
The following unit challenges students to create, test, and evaluate a model vehicle used for transport of a regular sized egg towards an immobile wall and stopping it without damaging or breaking the egg. The vehicle should be powered utilizing a standard mousetrap and made from common classroom materials (Excepting the wheelsProvided prior to start of Lesson 2)
Students will be divided into groups of three and individual architecture is highly encouraged. Students will brainstorm and pre-draw their design and proceed upon instructor approval to the construction phase.
Students will provide individual written explanation of the evaluation and the successes and failures of their constructed vehicle. Students will pose solutions to problems encountered and demonstrate individual thought in presenting alternate construction methods.
Learning Objectives (Skills, Aptitudes, Concepts, Knowledge)
Students will increase their comprehension of momentum and motion through testing and trials. Additionally, they will establish an ability to think critically and manipulate their projects in order to achieve objectives. Students will be able to identify the key points of the exercise and explain the steps they took to get to the final testing phase to others. Pupils will also improve their group work abilities and learn effective ways to communicate within large or small groups.
Prior Learning/Abilities
Students will need general understanding of science and a basic knowledge of the way that motion affects the path of an object. Students will also need to be proficient in writing and competent in communicating in a group environment.
Materials Needed
Instructor will need the following:
Graph Paper2 Sheets per group
Egg1 Large egg per group
Rubber Wheels4 wheels per group
Classroom Materials (Scissors, Glue, Markers, Rulers, Cardboard boxes, String, Rubber Bands)
Mousetraps1 per group
Projector and White Screen
Assessment Profiles
|
Categories |
Diagnostic Assessment |
|
Knowledge |
Offer preparatory evaluation with general physics questions in a multiple choice format. |
|
Skills |
Evaluate prior project completion including other hand's on learning attempts for viability. |
|
Values |
Identify previous interaction with subject matter and ensure that the current project satisfies prior value oriented study. |
|
Attitudes |
Preface the new material with basic details surrounding the project and evaluate reaction. |
|
Categories |
Formative Assessment |
|
Knowledge |
As pupils begin to create designs or construct vehicles, offer suggestion and support. Evaluate comprehension of materials. |
|
Skills |
Evaluate pupils based upon ability to manipulate materials and modify vehicle for successful trials. |
|
Values |
Explore student's participation in large and small group discussion, as well as their roles in project creation. |
|
Attitudes |
Evaluate pupils based on participation as well as construction of their project. Quality and determination indicate positive participation. |
|
Categories |
Summative Assessment |
|
Knowledge |
Offer examination over general concepts after the completion of the vehicle creation project. |
|
Skills |
Utilize essay profile to determine the full comprehension of the subject matter and interpretation of the original assignment. |
|
Values |
Through evaluation of the essay, determine the students' interactions with the important areas of the project. |
|
Attitudes |
Students will have actively participated in the project and this will show through their written essay regarding the results and expectations. |
The Lessons
Lesson 1
Establishing the Framework: The instructor will identify the areas of physics which are addressed by the momentum and distance of a traveling vehicle. Students will establish a general comprehension of the subject matter and will be prepared for the design project in lesson 2.
Lesson 2
Design Phase: The instructor will establish the framework for the design exercise. Students will be grouped and ready for participation in the upcoming construction events.. By the end of this lesson, they should have a concrete, accurately drawn diagram of what they will construct in lesson 3.
Lesson 3
Construction Phase: Students will construct their egg carrying vehicle in preparation of the following day's test cycle. By the end of this lesson, they should have created a working vehicle for carrying their egg to its destination.
Lesson 4
The Test: Classroom will be split into two groups with different testing sites. Students will finalize their vehicle construction and will test the success of their creation. By the end of this lesson, students should understand fatal flaws in their design and will be prepared to attempt re-design in lesson four.
Lesson 5
Modification and Re-Test: Students will have a chance to re-evaluate their designs and after modification, will be able to re-test their vehicles. This re-test will generate revised data regarding vehicle movement and will offer further data for analysis in the upcoming written assessment.
Lesson 6
Critical Analysis and Comprehension Evaluation: In this final lesson, pupils will address the design concerns which led to their future modifications of their vehicles as well as the physical factors which inspired them to make those changes. Additionally, they will provide evaluation of their own comprehension of the subject in describing the forces acting on the vehicles and analysis of the effectiveness of their final designs.
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References
The National Center for Fair and Open Testing, (1999) The Value of Formative Assessment. Fair Test Examiner.
Swearingen, Richard, (2002) A Primer: Diagnostic, Formative, and Summative Assessment. Heritage University.
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