In
this post, I will discuss the formative and summative assessments plans that
are currently being used in my class. Over the course of the next two weeks, in
my Lifetime Activities class, my mentor and I will be instructing a tennis
unit. In this unit, students will learn and practice tennis rules, strategies, and
team play.
Our
formative assessment plan for this tennis unit is to observe students’ level of
performance during a tournament called King’s Court. This type of tournament
style play requires students to be in pairs. Each pair will be assigned an
outdoor tennis court. There are a total of 8 courts with 2 pairs on each tennis
court. This allows for a class of 32 students to be playing at one time. With
two instructors, every 4 courts will have a referee and guide. If a pair wins a
match, they will move up towards court 8. If a pair loses a match, they will
move down towards court 1. During King’s Court, as instructors, we will be able
to know who is struggling (i.e. pairs that are moving towards court 1) and who
is excelling (i.e. pairs that are moving towards court 8). Additionally, prior
to exiting out to the tennis courts, depending on where we are in the unit, my
mentor and I will instruct students on a skill or strategy that needs to be
applied during play. For example, during day 4 of the unit, my mentor and I
will teach students how to use the term “Fault” in a match. During play, my
mentor and I will expect students to utilize the term properly. As guides on
the court, we will be able to reiterate and instruct students further on how to
use the term. This allows for us to determine each students’ level of
performance and adjust or support accordingly. As indicated by Shermis and Di
Vesta (2011), formative assessment is for revising instruction use.
Our summative assessment plan for this
tennis unit is to give students a tennis pre-test and tennis post-test. On the
first day of the unit, prior to learning any content, students will be tested
on their current knowledge of tennis. The pre-test scores tend to be lower on
average. My mentor and I highlight which questions students struggled most on.
During the unit, we will make sure that the answers to questions are communicated
and understood by students. On the last day of the unit, after two weeks of
tennis instruction and play, students will be tested on their tennis knowledge.
The post-test scores tend to be higher on average and are applied to the
gradebook. As indicated by Shermis et al. (2011), summative assessment is to
find status use (i.e. either comparing with others or for reaching a standard).
References
Shermis, M. D., & J., D. V. (2011). Classroom
assessment in action. Lanham, MD: Rowman & Littlefield.
No comments:
Post a Comment