Jonah Secreti Sophia Thraya Allie Yeats Nicole Rathgeber Hoda Zeineddine
ASSESSMENT
FORMATIVE ASSESSMENT
Formative assessment (or assessment for learning) is “the process of seeking and interpreting evidence for use by learners and their teachers, to identify where the learners are in the learning, where they need to go and how best to get there” (Alberta Education, 2009, p. 120-121).
For our unit plan, we use various forms of formative assessment to monitor student learning. For example, we use KWL (what I know, want to know, and what I learned) charts, T-charts, and having students draw examples of perfect marine ecosystems as formative assessment. Also, throughout the weeks, our unit plan consists of utilizing both entry and exit slips as indications of determining how students are understanding the information presented.
SUMMATIVE ASSESSMENT
Summative assessment (or assessment of learning) “refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future program or placements” (Alberta Education, 2009, p. 121).
In our unit plan, we have multiple examples of summative assessments throughout the 5 weeks. In week 1, students will create an infographic depicting animal endangerment marked using a rubric out of 25 marks. Further assessment tasks throughout the unit include identifying rich questions to ask journalists relating to critical literacy, matching organisms to ecosystem roles, and presenting conservation policies to shark preservation experts. In week 3, students will even present a dramatic performance to demonstrate their learned knowledge of sharks populations in ecosystems. For a final summative assessment, students placed in small groups will create a proposal to the provincial government about policies for shark preservation.