What is component 1f?
Component 1f pertains to formative and summative assessment. Formative assessment is considered "assessment for learning." It is done throughout a lesson to gauge student understanding, allowing the teacher to alter the material to best meet student needs. Summative assessment is "assessment of learning." It usually comes at the end of the lesson or unit as proof of student understanding. Both forms of assessment require planning to ensure that the assessment is clear and fair.
Why do you need it?
Assessment proves that students and teachers are working together to reach necessary learning objectives. Formative assessment informs the teacher of student understanding throughout the lesson. After gathering this information, the teacher can then decide how to proceed in best reaching their students. Summative assessment shows the teacher and the student their level of mastery in the content area.
What are the elements?
Congruence with Instructional Outcome
- Make sure you design assessment to match the learning objectives.
- Clearly state expectations and guidelines for assessment.
- Include formative assessment within the instruction of your lesson.
- Analyze the results of assessment to help guide your future planning.
Artifacts of Domain 1f
Teachers can show proficiency of domain 1f in their classroom by:
- incorporating formative assessment into lesson plans to ensure they are teaching effectively
- creating fair and authentic assessment
- stating clear instructions for assessment (directions, point values, expectations)
- incorporating student choice into assessment (choice in projects, essays, open-ended questions, etc.)
- establishing clear requirements through a rubric
- getting creative with assessment - do more than just the standard multiple choice exam
- reviewing information from formative assessment when reflecting on the lesson to make changes for the future
Danielson, C. (2011). The Danielson Group. The Framework for Teacher Evaluation Instrument. Retrieved from:
http://static.pdesas.org/content/documents/danielson_rubric_32.pdf
http://static.pdesas.org/content/documents/danielson_rubric_32.pdf