Scribd Logo
Upload

Welcome to Scribd!

  • Formative Assessment Strategy Examples: Most Note Card

    Uploaded by

    api-279511284
    23 views2 pages
    Fill in the blanks are a formative Assessment strategy. It gives students a way to reveal what information they recall and what information is of most significance to them. It can be used at any time during class and is focused on actual student learning outcomes.

    Original Description:

    Original Title

    formativeassessmentstrategyexamples

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document
    Fill in the blanks are a formative Assessment strategy. It gives students a way to reveal what information they recall and what information is of most significance to them. It can be used at any time during class and is focused on actual student learning outcomes.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    23 views2 pages

    Formative Assessment Strategy Examples: Most Note Card

    Uploaded by

    api-279511284
    Fill in the blanks are a formative Assessment strategy. It gives students a way to reveal what information they recall and what information is of most significance to them. It can be used at any time during class and is focused on actual student learning outcomes.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 2

    FormativeAssessmentStrategyExamples

    MostNoteCard:
    Thisstrategygivesstudentsawaytorevealwhatinformationtheyrecallandwhatinformationisofmost
    significancetothem.Thistechniquecanbeimplementedatanytimeduringclass,andisfocusedonactual
    studentlearningoutcomes(whichcanthenbecomparedtolessonobjectives).

    Thepromptforthefillintheblankareacanbechosenbytheteacherinordertogaininsightonaspecific
    areaofthelessonorthestudentsmaychoosegivingavarietyofanswersandassessmentsasfaras
    studenttakeaways.Ifyouwantstudentstorecallfromthelesson,juststickwiththe1stprompt.Ifyou
    wantstudentstogoindepthwiththeiranswers,providethelearningtargetsandthenthestudentscan
    choosewhichobjectivehadthebiggestimpactbyusingthatobjectiveandprovidingreasoning.

    OnyourNoteCardpleaseanswerthefollowing:Whatwasthe___________________thatyouhave
    learnedinthislesson?Giveatleast3reasons.

    Possiblefillintheblankprompts:
    Mostimportantidea
    Mustdisturbingidea
    Mostsignificantpoint
    Mostunforgettableartist
    Mostappealingtheory
    Mostsurprisinginformation
    Mostpowerfulimage
    Mostmemorablefact
    Mostconvincingargument
    Mostsuccessfulinch(ofanartwork)

    Objectivestokeepinmind:
    GiventheRAFTpromptfromthislesson,TSWBATbrainstormidealworlddesignsthatareoriginalandwell
    thoughtout.

    Shownartworkbycontemporaryartistsandbyfellowstudents,TSWBATmakeandexplaininferences
    abouttheinfluencesandintentoftheartwork.

    Usingpreliminarysketches,TSWBATcreateanacrylicpaintingwithaforeground,middleground,and
    backgroundlightandshadow,andusingprimarycolorstocreatetheirowncolorsinaneffective
    composition.

    Givenacrylicpaint,TSWBATcreatetheillusionof3dimensionalitybyusinglightandshadowfroma
    specific,identifiablelightsourceintheiracryliclandscape.

    Givenacrylicpaintingmaterials,TSWBATcomposeanacrylicpaintingthatdemonstratestheinherent
    characteristicsandexpressivefeaturesofart.

    Givenacrylicpaintingmaterials,TSWBATcreateapaintingoftheiridealworld/habitatonacanvasthatis
    criticallythoughtoutandincorporatesthe5requiredcomponentsdecidedonbytheclasswater,
    air/atmosphere,shelter,plants,andanothercomponentoftheirownchoice.

    Usingtheircompletedacrylicpaintings,TSWBATreflectuponanddiscusstheuseofspaceandvaluein
    theirownartwork.

    ObservationGame:
    Thisgameisoftenusedforamotivationalactivity,butcanalsobeusedasanassessmenttechniqueas
    well.Itrevealsstudentsawarenessofsubjectmatterandcompositionalconcerns.

    Showstudentsanoriginalartwork(orslide)andgivethemasettime(3minutesforexample)tostudyit
    carefully.Thenremovetheimageandaskstudentstowriteasmuchastheycanrememberfromtheir
    observations.Theteachermightdesignatespecificcategoriesforobservationsubjectmatter,elementsand
    principles,artistsstyleandaskstudentstolookforinformationabouttheseastheyobserve.Foryounger
    children,answerscouldbesharedorallyratherthanwritten.

    UsingtheHabitablePlanetLessonphotosusedtoshowforeground,middlegroundandbackgroundcould
    beusedinawaytocheckforunderstanding

    Aboveareafewoftheartworksusedtoshowstudentshowtolayerpaintandconveydepthwithina
    painting.

    Byhavingthestudentswritedownwhattheysee/rememberfromanartworkwillhelptheteachergather
    studentknowledgeinrecognizingaparticularconcept(tiedtolessonobjectives).

    You might also like