Blog Post #8: Formative & Summative Assessments

Measurement and Geometry SOL 1.8 The student will determine the value of a collection of like coins (pennies, nickels, or dimes) whose total value is 100 cents or less.

Assessment Google Sheet: https://docs.google.com/spreadsheets/d/1xNWYcRLdz4RmfvhK4os8weky_8psS1HOB_lGVcPNIbw/edit?usp=sharing

Formative Assessment (Money Making Review): https://goformative.com/formatives/5c8feb662e7ff04f6aba0e02

Instructions for Students:

  • Go to goformative.com/join
  • Enter the code: NWERJK
  • Complete the review quiz
  • *For my classroom, I would post this to my Google Classroom website to make it more easily accessible for students.*

For my formative assessment on determining the value of coins whose value is 100 cents ($1.00) or less, I chose to try out an LMS/application called Formative, through which teachers can create formative assessments in order to assess students and check for understanding of material across all subjects. Formative allows teachers to create new assessments, as well as use/edit assessments created by other teachers. For this purpose, I chose to use an already-existing assessment on this topic; however, I did edit the wording and answer choices for a couple of the questions. I like this particular assessment because it includes a video so that students can practice their money counting skills and gain a better understanding. I also like how it has different types of questions, including short answer, true/false, and multiple choice, and covers material that is important for first grade students to know about determining the value of coins and counting money.

Upon completing my assessment, I found that the format is straight-forward and can be easily understood by elementary school students. As mentioned before, I enjoyed the video because it is an additional resource that can be used to enhance student understanding. I also feel as though the first question asking the student to rate his/her level of comfort with money is important because it quickly informs the teacher of students’ individual attitudes toward the content and whether or not the student may need additional support.

 

Making Activity: Squishy Circuits

In class on March 20, 2018, we created three sculptures using Play-Doh, clay, and electrical circuits. Each of the three sculptures focused on a different content area and SOL—science, math, and history.

My group’s first sculpture relates to VA Science SOL 4.3, which focuses on the understanding of electricity. Our sculpture represents Benjamin Franklin’s famous kite experiment through which he better understood lightning and electricity. We chose to light up the lightning bolt with the lightbulbs to illustrate how lightning struck the kite, which conducted the electricity through the string into the key. Students would be able to use this visual to understand how electricity works and the difference between conductors and insulators.

My group’s second sculpture relates to VA Math SOL 1.8, which focuses on the understanding of telling time using analog and digital clocks. Our sculpture represents an analog clock with an hour hand and a minute hand. Students would be able to use this visual to practice telling time correctly. The lights can be adjusted to turn on when the student has illustrated the correct time and off when the student has illustrated the incorrect time (using clay, which is not a conductor of electricity).

My group’s third sculpture relates to VA History SOL 1.4, which focuses on recognizing map symbols and the identifying the shapes of the United States and Virginia. Our sculpture represents the state of Virginia with the lightbulb on our capital, Richmond. We also created a compass with North, South, East, and West directions. Students would be able to use this visual to identify different places on a map, as well as their significance—important people and events that occurred at these specific places.