Formative assessment

Science Teaching Methods for the Primary School Teacher

EPR 3703
Mouza Ali Alkeebali

Formative assessment 1
[Living and nonliving]

Living and nonliving

Learning Objectives:

Students and teacher will recognize where students are

struggling and address solution for it.

Students will be able to identify their strengths and weaknesses

at the end of this activity.

The assessment will be:

The assessment will be a poster which students need to create it by
sorting different kind of living and nonliving pictures. After that,
students need to give a simple justification about why they sorted
these pictures in the different sections on the poster. Students will
identify their struggles and strength in the living and nonliving lesson
by this activity.

Formative assessment:
The assessment will be related to the first lesson in the living things
unit for grade three. This activity will be a formative assessment, which
it assess students at the end of the lesson. Furthermore, according to
the Glossary of education reform, 2014 formative assessment is a way
where the teacher can check student understanding and their difficulty
areas. In addition, this activity will be useful for the student because it
include learning by doing. According to Dewey, 1904 students learn
throughout doing something or experiencing things. Student with this
poster will interact with their pairs and learn from each other.
Observing each other may also have benefits which each student can
fix the other mistakes. Moreover, they will try to sort the colorful
pictures and that will help them to memorize them for a long term.

Given and applied in the classroom:

The assessment will be given at the end of the living and nonliving
lesson. Furthermore, the teacher can provide this assessment during
the student free time to give the teacher additional periods to fix any
problems at understanding the lesson. In addition the teacher can give
this assessment to the students as pairs. This way may help students
to share, find each other mistake and learn from each other. Moreover,
the poster will be in a big size which helps students to work
comfortably and clearly.

Teacher instructions:

The activity should take only 10 minutes.

Student should work with their pairs.
The teacher should choose the pairs.
Student cant use their student book at this activity.
The teacher should give the same mark for both of the students.
The teacher can check students answer from the key answer
sheet.
if students have any question let them raise their hand
Student should classify each picture in their correct place.
After that, students have to write down in the empty boxes why
they are living and the others are nonliving.

Students instructions

Students should take 10 minutes only at this activity.

Student should work with their pairs that the teacher will choose
only.
Student cant use their student book at this activity.
If students have any question they should raise their hand.
Student should classify each picture in their correct place.
After that, students have to write down in the empty boxes why
they are living and the others are nonliving.

Resource:
Dewey, J. (1904). THE RELATION OF THEORY TO PRACTICE IN
EDUCATION 1

Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary

of education reform. Retrieved from http://edglossary.org/hiddencurriculum

Living and nonliving

The poster will include:
classi

The pictures

Why?

The pictures

Why?

 Classify each picture in their correct place

Write down why they are living and the others
are nonliving.

The key answer

classi

The pictures

Why?
They can breathe, move or
grow by them self, and need
food or water.

The pictures

Why?
They cant breathe, cant move
or grow by them self, and dont
need food or water.

Poster Rubric
CATEGORY
Use of Class
Time

4
Used time well
during class
period. Focused
on getting the
project done.
Never distracted
others.

3
Used time well
during class
period. Usually
focused on getting
the project done
and never
distracted others.

Graphics Originality

Several of the
graphics used on
the poster reflect
a exceptional
degree of student
creativity in their
creation and/or
display.
The poster
includes all
required elements
as well as
additional
information.
There are no
grammatical
mistakes on the
poster.

Required
Elements

Grammar

The score:

1
Did not use class
time to focus on
the project OR
often distracted
others.

One or two of the

graphics used on
the poster reflect
student creativity
in their creation
and/or display.

2
Used some of the
time well during
class period.
There was some
focus on getting
the project done
but occasionally
distracted others.
The graphics are
all used by the
student, but are
based on the
designs or ideas
of others.

All required
elements are
included on the
poster.

All but 1 of the

required elements
is included on the
poster.

Several required
elements were
missing.

There is 1
grammatical
mistake on the
poster.

There are 2
grammatical
mistakes on the
poster.

There are more

than 2
grammatical
mistakes on the
poster.

No graphic are
there.