Formative Assessment: Provide An Introduction And List Your ✓ Solved

Formative Assessment: Provide an introduction and list your

Formative Assessment: Provide an introduction and list your standard and three measurable learning objectives from Week 1. Explain three formative assessments based on your instructional plan: for each assessment describe the method, how it measures progress toward the learning objectives, and how it aligns with the standard and objectives. At least one formative assessment must use technology. Conclude by summarizing the key ideas and their significance. Include APA-formatted references and in-text citations.

Paper For Above Instructions

Introduction

Formative assessment is an ongoing process that provides timely evidence of student learning to guide instructional adjustments, support student self-regulation, and enhance achievement (Black & Wiliam, 1998; Wiliam, 2011). This paper presents a brief introduction, lists a content standard with three measurable learning objectives, and describes three formative assessments aligned to the instructional plan. Each assessment includes a rationale for how it measures progress toward objectives and alignment to the standard; at least one assessment employs technology. The discussion concludes with the significance of these practices for improving learning outcomes.

Standard and Measurable Learning Objectives

Standard: CCSS.ELA-LITERACY.RI.8.2 — Determine a central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Learning Objectives:

• Objective 1: Given a grade-level informational text, students will identify the central idea and cite two text-based pieces of evidence with 80% accuracy by the end of the week.
• Objective 2: Students will create a two-paragraph written summary that accurately explains how the central idea develops, scoring at least 3 out of 4 on a rubric for organization and evidence integration.
• Objective 3: In peer discussions, students will verbally explain how supporting details contribute to the central idea in at least 4 of 5 opportunities, as recorded by a teacher observation checklist.

Formative Assessment 1 — Exit Ticket via Google Forms (Technology-Based)

Description: At the end of a lesson, students complete a short Google Forms exit ticket containing two items: (a) a one-sentence statement of the central idea of the day's text, and (b) one sentence citing a specific textual detail that supports that idea.

How it measures progress: The exit ticket yields immediate, quantifiable data on Objective 1 by indicating whether each student can identify the central idea and cite supporting evidence (Heritage, 2010). Teachers can sort responses, spot misconceptions, and group students for targeted reteaching within minutes (Shute, 2008).

Alignment with standard and objectives: The task directly asks for central idea identification and evidence citation, aligning to CCSS RI.8.2 and Objective 1. Because Google Forms timestamps and stores results, the teacher can track growth over time and adapt instruction accordingly (Wiliam, 2011).

Evidence base: Technology-supported quick checks increase the speed and usefulness of formative feedback and allow data-driven adjustments (Black & Wiliam, 1998; Shute, 2008).

Formative Assessment 2 — Observational Checklist During Structured Peer Discussion

Description: During a structured Socratic-style small-group discussion, the teacher uses a concise observation checklist to record whether each student: (a) states the central idea, (b) references at least one supporting detail, and (c) explains how that detail contributes to the development of the idea.

How it measures progress: The checklist provides qualitative, classroom-based evidence of students' oral reasoning and mastery of Objectives 1 and 3. Real-time notes make it possible to give immediate corrective feedback and to plan targeted supports for specific students (Hattie & Timperley, 2007).

Alignment with standard and objectives: Oral performance directly addresses the standard's emphasis on analyzing idea development and supports Objective 3. The checklist items are mapped to the objectives so evidence is explicit and actionable (Nicol & Macfarlane‐Dick, 2006).

Evidence base: Observational formative assessments and structured peer discourse build assessment-for-learning practices that improve metacognition and student regulation (Heritage, 2010; Brookhart, 2017).

Formative Assessment 3 — Concept Map and Rubric-Based Peer Review

Description: Students create a concept map (paper or digital) that links the central idea to supporting details and indicates how each detail advances the central idea. Peers use a short rubric to score maps on clarity of central idea, accuracy of connections, and use of evidence. Teacher samples a subset for formal scoring.

How it measures progress: Concept maps externalize students' mental models and provide evidence of their ability to organize and relate textual information to the central idea, addressing Objective 2. Peer review fosters reflection and self-assessment, while the rubric standardizes evaluation and returns actionable feedback (Sadler, 1989; Nicol & Macfarlane‐Dick, 2006).

Alignment with standard and objectives: The map requires students to show development of the central idea across details (CCSS RI.8.2). The rubric criteria match Objective 2's emphasis on organization and evidence integration, making alignment explicit and measurable.

Evidence base: Concept mapping combined with rubrics and peer feedback promotes deeper understanding and self-regulation (Chappuis, Stiggins, & Chappuis, 2009; Sadler, 1989).

Implementation Notes and Feedback Practices

For each assessment, feedback should be timely, specific, and focused on strategies to improve performance rather than solely on correctness (Hattie & Timperley, 2007; Brookhart, 2017). Example feedback for the exit ticket: "You named the right central idea—next, cite the sentence that shows how the idea develops: look at paragraph 3 for a cause." For the checklist and rubric, use brief targeted comments and one achievable next step to promote self-regulated actions (Nicol & Macfarlane‐Dick, 2006).

Conclusion

Formative assessments—quick digital exit tickets, observational checklists during discussion, and concept maps with peer review—offer complementary evidence of student mastery of the central idea and its development (Black & Wiliam, 1998). Combined, these methods enable teachers to diagnose learning, provide actionable feedback, and adjust instruction to meet objectives. Technology can accelerate data collection and feedback cycles, while observation and peer review deepen understanding and promote metacognition. Implemented with clear rubrics and targeted feedback, formative assessment improves learning outcomes and aligns closely with standards (Wiliam, 2011; Hattie & Timperley, 2007).

References

• Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
• Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
• Heritage, M. (2010). Formative Assessment: Making It Happen in the Classroom. Corwin.
• Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144.
• Brookhart, S. M. (2017). How to Give Effective Feedback to Your Students (2nd ed.). ASCD.
• Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
• Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
• Chappuis, J., Stiggins, R., & Chappuis, S. (2009). Classroom Assessment for Student Learning: Doing It Right—Using It Well. Pearson.
• Organisation for Economic Co-operation and Development (OECD). (2005). Formative assessment: Improving learning in secondary classrooms. OECD Publishing.