This assignment you will reply to two students 150 words each. attached will be the previous discussion that was written. Below will be the two students initial discussion you will reply to.
Assessment Title: Westward Expansion Digital Formative Assessment
Grade & Subject: 7th Grade U.S History
Assessment Link: https://quizlet.com/901877086/testLinks to an external site.
Applicable Learning Standards: USI 8: The student will apply social science skills to understand westward expansion and reform in America from 1801 to 1861 by
a) describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisianna Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California.
Reflection & Feedback: Creating this digital assessment taught me that while using digital tools as a form of formative assessment provides easy access for student and teacher and allows an easy means for the teacher to create the test, the teacher must still be diligent in writing assessment questions that are clear and concise. Quizlet is a prime example of a tool that is easy for a teacher or student to access and use, but providing clear, concise, and varied types of questions proved to be difficult. Utilizing digital tools and resources for the purpose of assessing is a learning process that requires trial and error.
Intervention/Remediation Strategy: Students who score low on this formative assessment will continue to be allowed to participate in the scaffolding activities available on Quizlet. The students would continue to reassess. However, if the student cannot master these concepts after two or three attempts, the scaffolding may need to be simplified and the question formats revised. According to Belland, Walker, Kim, and Lefler, scaffolding can enhance learning for students with varied needs (2017). The trick is finding the scaffolding type that will best assist the student. It is crucial to find the balance of allowing students to learn at their own pace without allowing them to fall behind the rest of the class. Remediation for the whole class would involve reteaching the information using the differentiated method of graphic organizers. This form of differentiation provides visual clarity and allows for activities where students can collaborate with their peers. Students often learn more when engaging and interacting with the content, which is the premise behind differentiated instruction, to engage students to improve learning outcomes (Tomlinson, 2001).
An effective formative assessment should include varied methods of gathering and evaluating evidence of student learning. According to McCallum and Milner, the effectiveness of a formative assessment is contingent on how well the assessment promoted learning, whether it provided useful feedback or diagnostic information, and the degree in which students can understand and deal with their strengths and weaknesses (2021, p. 3). Formative assessment should be a continual and adaptive means of using a variety of tools to gauge student understanding in a low stake manner.
References
Belland, B. R., Walker, A. E., Kim, N. J., & Lefler, M. (2017). Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education. Review of Educational Research, 87(6), 1051–1089
McCallum, S, & Milner, M.M. (2021). The Effectiveness of Formative Assessments: Student Views and Staff Reflections. Assessment and Evaluation in Higher Education, 46(1), 1-16. https://doi.org/10-1080/02602938.2020.1754761Links to an external site..
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Association for Supervision and Curriculum Development.
My Digital Formative Assessment involved using Kahoot to prepare for an assignment. The assignment was on the Rebuilding of Europe after the Second World War. Students would prepare for their summative assignment by playing an open-book/open-notes game of Kahoot. This would entertain the students, while also quizzing them on material that they have studied and learned over the learning period.
- Rebuilding Europe Kahoot Review Game, 6th Grade, Social Studies, https://create.kahoot.it/share/rebuilding-europe-after-wwii/04ea59db-ebc7-49e8-8fec-a38e7e57e37dLinks to an external site.
- USII.8: The student will apply social science skills to understand the economic, social, and political transformation of the United States and the world between the end of World War II and the present by: a. describing the rebuilding of Europe and Japan after World War II, the emergence of the United States and the Soviet Union as superpowers, and the establishment of the United Nations; b. describing the conversion from a wartime to a peacetime economy
- Given a historical list of economic and social events, the students
will associate them correctly to its country of origin, with 9/10 events being correctly identified. - I learned the importance of creating a detailed remediation strategy when creating assignments so all students will be supported. I found I have a strong desire to see students succeed and enjoyed writing ways to give them advantages. I discovered I have many lessons to learn about expanding my own differentiation and remediation strategies.
- For reading difficult segments of history assignments, I will begin to provide excerpts for them to read. These excerpts will be smaller and simpler to understand than reading the enlarged text. I will provide this student with these excerpts so he can understand the material without overwhelming him.
- An effective formative assessment should include a tested and proven method to help beginners or those who struggle with certain skills grow. Students that have different problems with skills, such as reading or comprehension, need the mastery of these skills to grow as learners in the classroom. Research shows that “Self-paced reading is a research technique that is frequently used in psycholinguistic studies of language processing.” (Koornneef, 2024, P. 71). Using sentence-by-sentence or segment reading applications and texts can aid first-time readers immensely to catch up or master the skill. Other students that have fallen behind in reading compared to their peers can improve their skills by receiving segment reading assignments.
References:
Koornneef, A. (2023a). On the readability of texts presented in sentence-by-sentence segments to beginner readers: Evidence from self-paced reading and eye tracking. Reading and Writing, 37(1), 69–87. https://doi.org/10.1007/s11145-023-10423-5
The purpose of this Discussion is for you to experience and explore different formats and styles of formative assessments, as well as share and give peer feedback. Basically, you are “presenting” or instructing each other on a collaborative platform. For your initial thread, from your Digital Formative Assessment Assignment, share the link to the digital formative assessment you created for the Digital Formative Assessment Assignment. Also, include the following (labeled as follows):
- Assessment Title, Grade Level, Subject, and Link to the Assessment
- Applicable Learning Standards
- Learning Objective
- Reflection and Feedback: (Provide an abridged, 2–3-sentence summary of your self-reflection, what you learned, strengths, and weaknesses).
- Intervention or Remediation Strategy
- An effective formative assessment should include… (Complete the sentence, applying one current academic source regarding the characteristics of steps of creating an effective formative assessment. Be sure to cite and reference your source.)