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Task 4 Level 6

The document summarizes formative and summative assessment strategies used over the course of a week for English, math, and science lessons. Formative strategies included mini-whiteboards to demonstrate letter sounds, finger signals to show understanding of instructions, and teacher comments on student work. Summative assessments included a written test to identify letter sounds, a teacher checklist to evaluate understanding of science concepts, and a teacher checklist to recognize body parts and counting.

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54 views

Task 4 Level 6

The document summarizes formative and summative assessment strategies used over the course of a week for English, math, and science lessons. Formative strategies included mini-whiteboards to demonstrate letter sounds, finger signals to show understanding of instructions, and teacher comments on student work. Summative assessments included a written test to identify letter sounds, a teacher checklist to evaluate understanding of science concepts, and a teacher checklist to recognize body parts and counting.

Uploaded by

api-309215817
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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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?
Learning outcome contains teacher's specific aims of the lesson and goals that
she wants the students to achieve at the end of each lesson

List the assessment strategies used for English, Math and Science in 1 week.
Formative Assessment Formative Summative
Learning
Strategy/strategies Assessment Strategy Assessment Strategy
Outcome
explained
K1.3.2.1.1 Mini-whiteboards Students have mini Written test: Each
Demonstrate white-boards and student had a
knowledge markers. Each worksheet with
of letter /c/ student writes the different pictures
sound answer on the white- that starts with
board by himself different sounds. The
without help from students wrote the
the teacher or the sounds under each
other students. picture such as, /b/
under boat and /c/
The teacher gave the under cookies.
students her
instructions such as,
listen carefully to the
words and writes
down on your white
boards the sound of
the first letter. She
said some words that
starts will the sound
/c/ such as; car,
cookies, caterpillar
and the students
wrote the sound on
their whiteboards.

K1.2.2.1.1 Fingers up Students report The teacher prepared


Understand themselves for the a checklist and asked
and follow teacher by raising the students some
one-step oral one finger if they feel questions to know if
directions that they are lost and they really
they don't understood the
understand the concept of the
concept, two fingers science lesson such
if they think they are as; when can we see
confused and need our shade?
help and five fingers
if they got and
understood the
concept.

The teacher
explained for the
students the meaning
behind each number
of fingers and at the
end of the lesson she
asked them if they
understood the
meaning of the shade
and they started to
raise their fingers and
report themselves.
K1.3.7.1.1 Comment The teacher writes The teacher prepared
Recognize comment on a checklist and she
Body parts students’ papers to asked the students
K1.4.7.1.1 describe what they about the body parts
Count from have done a good job and to count from 1
one to ten in and what they to 10.
need to improve.

The teacher observed


students while
working and asked
them questions such
as, what do we call
this? How many
fingers do we have?
And she wrote my
comments on their
papers. Such as;
Could recognize all
the numbers.

Evidence must be included in the gallery/blog/journal.

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