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Task 4 – Instructional Planning

This task asks you to identify the formative and summative assessment strategies
used during a week. As part of this task, you are required to implement a new
formative assessment strategy, provide evidence of implementation and reflect on
the impact.
What are the components of a learning outcome/instructional objective?
“An effective learning objective should include the following 5 elements: who, will do,
how much or how well, of what, by when.” (Chatterjee and Corral, 2017). Moreover,
through my educational journey I learned that learning outcomes should be SMART:
Specific, Measurable, Actionable, Realistic and Timetable.
Reference: Chatterjee, D. & Corral, J. (2017). How to write well-defined learning
objective. The Journal of Education in Perioperative Medicine, 19(4), 57-87.

List the assessment strategies used for English, Math and Science in 1 week.

Subject: Language
Learning Objective: Can I write a character description using adjectives?
Formative assessment strategy: The students had to draw their own
character and label it with descriptions. This is to assess their ability to use adjectives to
describe the character features. Then they will use this drawing and transfer to a piece of
writing.
Formative assessment strategy explained: the teacher gave each student
a picture of a character and they label it as a class. Then, he told them that each one of
them must draw his/her own character and then describe it. He emphasised on them to
use appropriate adjectives that matches their drawing. After that, they had to self and pair
reflect on each other work using the criteria table. Finally, he highlighted the things that
he liked by green and the area of development by pink and add some notes.
Subject: Math
Learning Objective: Can I compare 4-digit numbers using the sign <, >, =.
Formative assessment strategy: the students had to compare 4-digits
numbers using the signs. They had to copy the questions from the board into their
notebooks. (some of them were giving the ten blocks and other materials to help them).
Formative assessment strategy explained: this assessment has been
done at the end of the week after they have done comparison between 2, 3, and 4-didgits
numbers. The needed to check that the majority are able to compare numbers, and they
understand the place value. Before, moving to the next lesson which is “rounding”. The
students got green and pink feedbacks on their work. The week after, they have gone
through the feedbacks and corrected their mistakes. As a sign of their correction and that
they read the feedback, they had to write the entails of their names next to the feedback.
Subject: General (Math, Science, and Language).
Learning Objective: Can I extend my learning of what I learned through the week
and practice the skills further?
Formative assessment strategy: This is a home learning journal; the
students must practice and research certain topics for each subject. Also, they had to
choose two extra activities from the list to be done within the week.
Formative assessment strategy explained: This learning journal is
considered as both review and extension of the students learning. At the beginning of the
year, the teacher goes through an example with them and tell them what they have to do.
Then every Thursday, the teacher assistant has to stick a journal in every notebook and
give it the students. They have a full week to work on it and they can bring it any time
they finish before then end of the week, to be checked by the teacher.

An Example of home learning journal:


Figure 1: An example of a student’s work that is related to the Unit of Inquiry
(Search some interesting facts about a landform).
Figure 2: An example of a student's work for the Language subject (use
adjectives and similes to describe a setting)
Figure 3: An example of a student's work of the spelling assessment (words with
ee sound)
Subject: Science (Unit of Inquiry)
Learning Objective: Can describe the formation of a chosen landform and its
effects on the surrounding environment?
Summative assessment strategy: by the end of this unit of inquiry
(landforms). The students had to work in groups to present about one landform. They had
to make an essential research about their landform (formation, effects, how it changes
over time?). then, they created a model of their landform. Finally, they conducted a
presentation of they came up with.
Summative assessment strategy explained: The teacher gave a copy of
the essential research for each student. Then, he explained the assessment in general and
asked them to choose their group members. Next, he went through every question in that
paper and modelled some of the answers on the board. After that, he took them to the
library and they found the information they needed. He walked around and checked and
corrected any misconceptions and clarified all their questions. For a homework, he asked
them to bring the materials that they will need for their models. The next day, first thing
they did is to draw and label their landform. Following up, they spend about three lessons
working either on the model or the presentation (divided the mission into the group
members). Finally, they practiced on their presentation for one lesson, and the next they
showed their work in the present of a grade five class.

Figure 4: The cover page of the summative assessment of one of the student's
Figure 5: The criteria of the presentation + the group members.

Figure 6: The questions list that they created and will try to answer in the next stage (research)
Figure 7: the information they collected through their research.

Figure 8: The final design of their project with the labels.


Figure 9: Some of the students' final projects
My Formative assessment:
Subject: Science (Unit of Inquiry)
Learning Objective: Can I plot the hurricanes, cyclones, and typhoons on the
world map using the fact sheet.
Formative assessment strategy: Here, to test the students’ ability to search
for information and their ability to comprehend a text. The students had to read about the
places where the hurricanes, cyclones, and typhoons are found. Then they should plot
them on the world map. As well as, use the Atlas to find where the line of equator pass on
the map and draw it themselves.
Formative assessment strategy explained: After introducing the
concept of hurricane. I wrote the three words on the board (hurricane, cyclones, and
typhoons). Then, they had to discuss in pair what they know about them. Next, they had
to watch a video about the difference between those three words. After that, I explained
that they have to use the fact sheet to find out where each type is located (I had to show
them an example of the location of the hurricane before sending them to do it
themselves). Then, plot them on the world map they have got. In addition, they had to use
the Atlas to draw they equator line.
Formative assessment strategy REFLECTION: After checking the
students work. I found out that about 80% of the students were able to transfer what they
read and apply it on the map. The other 20% of them had problem with the directions
they have got about each type. For instance, I think they couldn’t distinguish between
“east and west”, but they nearly labelled them on the right ocean. Another point is that
they added some on the continents themselves (land) ignoring the fact that hurricanes are
only found on oceans.
Figure 10: High Ability Fact Sheet.

Figure 11: Map of a high ability student.


Figure 132: Low Ability Fact Sheet.

Figure 123: Map of a low ability student.

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