Assignment 2
Formative Assessment for K-12 Educators
Milda Theodule-Willix
University of British Columbia
ETEC 565A
Professor Tatiana Bourlova
October 21st, 2016
Introduction
In this document, the introductory module of the course “ Formative Assessment for K-12 Educators is presented. This course is geared towards K-12 educators and will be delivered fully online.The learning management system that was used to create it was created Moodle. Moodle was selected because it offers numerous customizable features that allows the designer to present the course and its content in a very seamlessly manner. The course is accessible here;http://moodle.met.ubc.ca/course/view.php?id=652
Pedagogy
Rooted in the works of Vygotsky, Piaget, Bruner and many others, this course utilizes a constructivist based approach to assessment. This course seeks to equip educators with the necessary formative assessment tools so that they can ;
- create a positive learning environment
- help students to connect prior learning to new learning
- make learning more meaningful
- encourage metacognition
- personalizing learning
In the context of constructivist approach, formative assessments computes the progress of students in achieving the theoretical underpinnings listed above. As a result, students are converted from being passive learners into active learners( Fink 2003; Weimer, 2002). Active learning (AL) is an umbrella term for pedagogies focusing on student activity and engagement in the learning process Prince (2004).In a constructivist based classroom, formative assessments seeks to actively engage students in learning and assessment activities that encourages metacognition. There are carried out in a meaningful context that is relevant or has emerging relevance to the students Michael (2006), Brooks & Brooks (1993).
From a Social Constructivist perspective, Bruffee (1992) postulates that in order for knowledge to be initialized a conceptual framework must be established and social discourse must take place. Consequently, constructivist teachers would focus on inquiry based learning in the classroom by encouraging students to develop their own questions. Teachers would employ Gardner’s Multiple Intelligences theory in their classroom to make provisions for multiple interpretations and learning expressions. Partially derived from Vygotsky’s zone of proximal development, collaborative linkages such as collaborative, co-operative and peer learning are heavily emphasized in the classroom. As a result, according to William & Black ( 1996) formative assessment informs teacher planning by identifying students’ strengths and weaknesses and in turn supporting and improving student learning. Similarly, assessment from Vygoysky’s perspective, must emphasize what students might do with the support, what they will be able to do next and not on what they can do now on their own.
Course Structure
The course is broken down into five major topics and focuses on all the major tenets of Formative Assessment. There are as follows;
Week 1: What is the difference between Formative and Summative Assessment,
Week 2: Selecting the appropriate Formative Assessment Techniques to meet your needs,
Week 3: Data Analysis & Formative Assessment,
Week 4: Formative Assessment & Feedback,
Week 5: Formative Assessment & Technology
Each week students will participate in course readings, discussions, presentations and periodic assignments with a final major project to be completed in Week 5. This course allows students to navigate from one week to the next without any issues. Students are presented with a weekly checklist along with activities that must be completed each week. There are no required textbook for this course, all required reading materials will be embedded on the site. Additionally, a more detailed explanation of the course structure is available during Week 1.
Instructor
The overall success of this course depends largely on the instructor and the students. Therefore each week, students are presented with course content that is relevant and relatable to them. This includes a combination of multimedia presentations, pdf files ,Weebly and Pinterest presentations. In this course, the tutor plays a very active role and participates in the discussions, responds to students’ posts and avails herself to meeting the learning needs of the students. Before the commencement of a new week, the tutor will review what was learnt and provide general feedback to the class. For assignments, the tutor will provide timely and constructive feedback to students to improve their learning. Utilizing Hattie and Timperley (2007)’s feedback levels, the tutor will sought to provide feedback about the task, about the processing of the task, students’ self regulation and about the students themselves.
Security and Privacy
For security purposes all discussions ,assignments and all other related activities will take place within Moodle’s platform. This platform is very safe and students’ privacy is highly protected. Students also have the option of contacting the tutor via a secure email if the need arises.
References
Black, P., and D. Wiliam. 2009. Developing a theory of formative assessment. Educational Assessment, Evaluation and Accountability 21, no. 1: 5–31.
Brooks, J. G., & Brooks, M. G. (1993). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria, CA: Association for Supervision and Curriculum Development.
Bonwell, C.C .and Eison, J.A. (1991). Active Learning: Creating Ex-citement in the Classroom.ASHEERIC Higher Education Report No. 1, George Washington University, Washington,DC.
Bracey, G. W. (1994). Achievement in collaborative learning. Phi Delta Kappan, 76(3), 254.
Bruffee, K. A. (1992). “Collaborative learning and the ‘Conversation of Mankind'” In Goodsell, A. S., Maher, M. R., and Tinto, V. (Eds.), Collaborative Learning: A Sourcebook for Higher Education. National Center on Postsecondary Teaching, Learning, & Assessment, Syracuse University.
Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice, 2nd Ed.(Kindle Location 791). Teachers College Press. Kindle Edition.
Lai, Emily R. (2011). Collaboration: A Literature Review. Research Report. Retrieved from: http://www.pearsonassessments.com/.
Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education, 30(4), 159-167. doi:10.1152/advan.00053.2006
Piaget, J. (1977). The development of thought: Equilibration of cognitive structures. (A. Rosin, Trans). New York: The Viking Press.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.