Formative and Summative Assessment
Gardner’s Theory of Multiple Intelligences informs my method of assessment as well as my instructional techniques. Every student has their own strengths, so I believe that my teaching should try to assess a variety of strengths in order to provide accurate evaluations.
Evidence - FormativeIn this Allusion and Allegory lesson, taught for 8th Grade Reading students at Grove City Middle School, I use formative assessment to gauge students' understanding of both of these literary terms. By using multimedia (such as pictures, videos, audio, and graphics) paired with an interactive questioning game, students are able to better understand the concepts of allusion and allegory. Student responses during the 'Allusion or Allegory?' questioning game informed me whether or not students understood both concepts.
View the embedded presentation below or download the PDF to the right. Some multimedia aspects (YouTube and sound recordings) will not work in the preview below. |
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Evidence - SummativeI am also able to evaluate my students through a variety of summative assessments. My Mixed-Up Files Quiz assesses student knowledge of the novel through three different forms of quiz questions: matching, multiple choice, and short answer. Using three different types of evaluation on one quiz also supports Gardner's Theory of Multiple Intelligences. This quiz serves as summative assessment for the first half of the Mixed-Up Files novel.
Another form of summative assessment was used in my students’ Art Appreciation Projects through individual presentations in small groups. Students are evaluated on the oral delivery of their art appreciation projects, including the content in their presentation. |
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Summative - Book Projects
One of the requirements in Raleigh County Schools was to enable students to read independently, outside the classroom, throughout the year. As a Language Arts teacher, I required my students to read one book outside of class per six weeks grading period and complete a project related to the book. Projects options changed every six weeks, and often contained cross-curricular aspects to appeal to a variety of student strengths, including categories as art, music, video, writing, acting, public speaking, and many more. You may view some of the assignments below, as well as student-submitted work.