formative+vs+summative

= = =Points to bear in mind when designing assessment:= Seek elaboration of students’ initial responses e.g. “When you say… do you mean…?” || ||  // Measuring attainment // · Statutory tests (PISA) · Non-statutory tests (ICAS) · External exams · Commercially produced tests · School & class tests created by teachers · Recall questions · Any assessment method which aims to establish whether learning has taken place.
 * ||  Assessment for learning   ||   Assessment of learning   ||
 * || ** Formative  ** || **  Summative  ** ||
 * || Not necessarily specific to standards being taught  ||  Specific to science standards being taught  ||
 * Issues which may be addressed in addition to curriculum content ||  Behaviours  ||^   ||
 * ^  ||  Literacy  ||^   ||
 * ^  ||  numeracy  ||^   ||
 * feedback ||  Immediate feedback to students  ||  Is feedback to students necessary?  ||
 * || Students become independent learners  ||  Can the students become independent learners?  ||
 * Key words ||  Classify, analyse, predict, create  ||  How, what, who  ||
 * techniques ||  Concept mapping, brainstorming before unit planning  || ||
 * ^  ||  Encourage student enquiry by asking open-ended questions.
 * Value to student ||  Enhance self-esteem and motivation (freedom from intimidation & valuing who they are)praise effort  || ||
 * NPST ||  1.2, 1.3, 1.6, 2.3, 3.2, 3.5, 6.1, 6.5, 7.1, 7.2, 7.3, 7.4, 7.5, 8.1, 12.1  ||  3.5, 7.1, 7.2, 7.3, 7.4, 7.5,  ||
 * Summative assessment consists of: **

// Enabling achievement // · Clarifying learning intentions at the planning stage · Sharing learning intentions with students · Appropriate and effective questioning which develops the learning rather than attempts to measure it ·  Focusing feedback (written or oral) around the development of learning intentions and meeting of targets · Organizing targets so that students’ achievement is based on previous achievement · Involving students in self- and peer evaluation
 * Formative assessment consists of: **

Lesson plan ↓ Clear learning intentions displayed(the ‘what’)  ↓ Teaching (the ‘how’)  ↓
 * // Formative assessment requires a certain environment to flourish.  //**

Learning intentions revisited (the ‘what’) <span style="font-size: 14pt; line-height: 115%; font-family: 'Arial Black','sans-serif';"> ↓ Next lesson plan // In order for formative assessment to flourish, nurturing students’ learning and their desire to learn must override all other aims. //<span style="font-size: 14pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">

Begin with a carousel brainstorming session around key questions such as: “What will our classroom look like if we all… come prepared with copy book and pen?” “What will our classroom look like if we all… come on time?” “What will our classroom look like if we all… do homework?” “What will our classroom look like if we all… ….”
 * __Recommended first step:__** **Create a Contract.**

Each class should have the same expectations from their teachers in science. Student cooperation will be achieved more readily if all teachers conduct their classes in the same way.

<span style="font-family: Symbol; mso-bidi-language: EN-US; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msobidilanguage: EN-US;">·  Know that light can be reflected by plane mirrors. <span style="font-family: Symbol; mso-bidi-language: EN-US; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msobidilanguage: EN-US;">·  Explain how images are formed in plane mirrors. <span style="font-family: Symbol; mso-bidi-language: EN-US; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msobidilanguage: EN-US;">·  Explain common applications of this phenomenon. || <span style="font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· To be able to state that light travels in straight lines <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· To be able to state that light can be reflected by plane mirrors <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· To be able to draw a ray diagram which explains how images are formed in plane mirrors. <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· To be able to draw a ray diagram to show how a periscope works (for example).
 * __ Refining a standard: __**
 * Standard ||  Learning objective before  ||  Learning objective after  ||
 * ** 29.1 ** //Know that light travels in straight lines and can be reflected by plane mirrors, and explain how images are formed in plane mirrors. Explain common applications of this phenomenon// ||  Know that light travels in straight lines and can be reflected by plane mirrors, and explain how images are formed in plane mirrors. Explain common applications of this phenomenon  || <span style="font-family: Symbol; mso-bidi-language: EN-US; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msobidilanguage: EN-US;">·   Know that light travels in straight lines.
 * Product success criteria: **

<span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· To be able to state that angle of incidence = angle of reflection <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· To be able to produce a ray diagram showing the mirror, normal, angles of incidence and reflection in the correct position. <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Use a plane mirror, laser pointer and protractor as a direct technique to draw a ray diagram which demonstrates that light travels in straight lines. <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Use a plane mirror, 4 pins and protractor as an indirect technique to draw a ray diagram which demonstrates that light travels in straight lines. <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· The students will be expected to evaluate their own performance against these success criteria. Adapted from: //Shirley Clarke __Formative Assessment in the Secondary Classroom__//
 * Process success criteria: **