Formal and Informal Assessment and Feedback Plan
 

 

What?

Tasks, Strategies, Instruments

 

How?

Processes, How often?

 

Why?

How do the selected tools support your learning goals and the learning principles guiding your design?
a) to enable continuous/frequent feedback between you and the students

 

 Formal:

Checklist, Written Instructions with Samples, Deadlines,

Demonstration of Lab, ESL Assistance

 

Informal:

Communication, Class Discussions

Question & Answer Period

 

  

Teacher prepared Checklist with deadlines at beginning of project for students.

 

Verbal and Visual Instructions and Expectations at beginning. Stop to Review or Reteach if necessary throughout project.

 

  

The selected tools empower the students to monitor their own progress.

 

Checklists help certain types of learners and samples help other types of learners.

 

Verbal and written instructions, along with demonstrations support all learning styles. Support for diverse learners such as learning disabled and ESL is important, too.

 
b) to encourage the students to reflect on their learning progress and achievement

 

 Formal:

Rubric, Summaries

 

Informal:

Class Discussions

  

Rubric given at the beginning of the project shows students what is expected.

 

Summaries encourage students to use higher level thinking skills (HOTS) and Class Discussions, along with Brainstorming assist students with critical thinking strategies.

 

  

Rubric given at the beginning of the project shows students what is expected.

 

Summaries encourage students to use higher level thinking skills (HOTS) and Class Discussions, along with Brainstorming assist students with critical thinking strategies.

 
c) to determine your students' learning progress and achievement

 

 Formal:

Rubric, Quiz, Lab Analysis Sheet, Summary & Conclusions Assignment

 

Informal:

Observations, Questions

 

  

Rubric given at the beginning of the project. Quiz or Summary due at the end of the project.

 

Observations throughout the project and questions from the teacher throughout the project.

 

  

Rubric given at the beginning of the project shows students what is expected.

 

Observing student behavior and questioning students to encourage brainstorming will bring the assignment to the next level or higher order thinking skills or Bloom’s Taxonomy.