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    Formative Assessment

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    Formative Assessment

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    Formative Assessment

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    of 4
    nat University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER ONE Formative Assessment ‘Student Teacher: folene Heh sehoot | Griffin Beck Schee( GradelSubjects Taught: Grade G- Seria, With and Science Teacher Associate: eH fine University Consultant: | Dates: Movember [2 — De enh He Instructions: THE STUDENT TEACHER: 1, PLANNING AND PREPARATION (KSAs #1, 3,6, 9and 13) ‘= The purpose of this form isto provide the student teacher with specific feedback during the PS | Practicum (ED 3500) ‘+ The teacher associate should complote this form at regular intervals during the practicum (2.9. every wesk or every other Week), ‘+ The student teacher retains the completed form for his/her records; its not submitted to the Field Experience Office. ‘+ To document the student teacher's growth over the practicum, select/place a checkmark, or week 1, week 2, etc., in the appropriate level of performance for outcomes being assessed. Please also provide some comments on Strengths/Professional Learming Achieved and Suggestions/Areas for Growth on the final page of the form. «+ Its not necessary to place a checkmark next to each outcome everytime the form is completed—teacher associates may _wish to concentrate on the 3-5 most relevant and significant strengths and areas for growth, depending on the situation. Planning and Preparation Not Meeting Expectations: Exceeding Expectations: 1._Demonstrates knowledge and skls in the subject matter of the lesson. 2 Incorporates a variety of appropriate resources and instructional and assessment strategies into lesson planning 3. Translates learning outcomes from the Alberta Program of Studies into relevant and T appropriate learning objectives for the lessons being taught. _—_ \ backgrounds. Takes into account students’ prior learning, learning needs, interests, and Z Organizes content into appropriate components and sequences for instruction, Plans relevant content and actives sufint for the te ate Zl 7. Prepares lesson plane forall lessons taught, using a well-defined structure which Includes leaming objective(s), an introduction and closure, detailed procedures end Instructions, key questions, teaching strategies and student activities, and, assessment of lesson objectives. x ‘appropriate. ' Integrates information ana communications technology into ineiruction where l/ {8._Obtains and organizes equipment and materials for instruction 2. INSTRUCTION (KsAs #4, 5,9 and 10) Communication Not Mesting Expoctations| Expectations| Mooting 41._Uses clear, fluent, and grammatically correct spoken and written i 2._Uses vocabulary appropriate to students’ age, background and interests. 3. Modulates histher voice for audiblity and expression, \esretetden ‘Lesson Introduction 4. Establishes set: reviews prior learning, identifies lesson objective(s) and expectations, uses motivating attention-getters, provides an overview, and relates the lesson 10 previous learning as appropriate. | Uof L: PS I Formative Assessment Revised January 2018) Page 1 of4 ‘General Lesson Development. 5. Incorporates strategies for motivating students using relevant and interesting subject matter and activities, Explains and proceeds in small steps at an appropriate pace to sult the actiily and student response. 7. Demonstrates subject matter competence during instruction 8. Organizes and directs leaming for individuals, small groups, and whole classes. N 9. Provides clear directions, Instructions and explanations, 10. Direcis ecient transitions between lessons and from one activiy to the next during lessons. Ti. Uses a varely of instructional strategies to address desired outcomes, subject maiter, varied learning styles and individual needs. 12, Uses appropriate materials and resources. 419, Demonstrates flexibilty and adaptabiity. ‘Questioning and Discussion 14. Asks clearly phrased, woll-sequenced questions at a variety of cognitive levels 18, Provides appropriate ‘wait-time" after posing questions. 16, Seeks clarification and elaboration of student responses, where appropriate, 77, Leads and directs student participation in lass discussion effectively and distributes questions approoriatet Focus on Student Learning 18. Circulates in the ciassroom, intervening when necessary, checking on individual and ___group understanding of activityicontent. 79. Recognizes and responds appropriately o individual diferences and group learning needs, 20. Reinforces student learning, building on previous learning, reviewing, and re-teaching. Closure 71. Achieves closure for lessons, consolidating ideas or Concepts through summaries, reviews, etc. 22. Provides homework when appropriate and explains assignments fully. RA TAS N\ N 3. CLASSROOM LEADERSHIP AND MANAGEMENT («SAs #7 and 8) Exceeding Expectations Not Meeting Expectations: | classroom Leadership 1. Assumes a leadership role In the classroom, taking charge of classroom activities, ‘showing confidence, poise, composure, and presence. 2. Creates and maintains an effective learning environment, setting high expectations and standards for student learning, '3. Demonstrates intative, enthusiasm and a commitment tothe students and subject, ‘models appropriate behaviours. 4. Establishes positive relationships and a classroom ciate based on mutual trust and respect Glassroom Management r 5. Clearly defines and reinforces classroom procedures and routines. NINN UINIAISN 6. Clearly communicates and reinforces expectations for appropriate student behaviour. 77. Monitors student behaviour and is aware of student behaviour at all times. '8, Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate low-key and higher level responses: follows schoo! discipline policies and procedures. Uf L: PS | Formative Assessment (Rovisou: January 2018) Page 2 of 4 } ASSESSMENT (KSA #11) ‘peciations Assessment INot Meeting Expectations Exceeding [Expectations | IMeoting \ |e 1. Assesses student learning using a variely of appropriate assessment techniques and | instruments (e.g., observations, conversations, questioning, performance-ased and written assessments). X 2. Provides timely and effective feedback on learning to students 3. Modifies and adapts teaching based on assessment data (o.g., employs alternative teaching strategies to re-teach where required). \ 4, Explains to students how learning will be assessed, 5. Maintains accurate records of student progress, \ 5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (ksAs #2, 15 and 16) Professionalism Unacceptable |Acceptable 1. Presents a professional appearance and manner. [ Fulfils professional obligations (\.e., punctuality, routine administrative duties). Demonstrates maturity and professional judgment, 2. 3 4._ Demonstrates an interest and a commitment tothe teaching profession, 5. Establishes professional relationships with the school community, Professional Growth Accurately assesses and documents the effectiveness of lessons, identifying strengths and weaknesses and ‘makes appropriate suggestions for improvements, 7 Uses the results of student assessment and feedback fo improve teaching practices and guide professional growth {Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions, |[9. Develops and communicates a personal vision of teaching, 10. Demonstrates willingness to take “Informed risks” to benef student learning NNNAAISLINY 11. Develops and presents a professional portfolio andlor growth plan including goals, evidence of progress toward goals, reflections on growth, and future goals. Ethical Conduct 12, Respects the dignity and rights of al persons without praudice as to race, religious beliefs, colour, gender, | sexval orientation, gender identity, physical charactorstics, disabilly, marital status, age, ancestry, place of ongin, place of residence, socio-economic background or linguistic background, 18, Treats students with dignity and respect and Is considerate of their cumstances. 14, Does not divulge information received in confidence or in the course of professional duties about a student except as required by law or where to do so is inthe best interest ofthe student. 15, Does not undermine the confidence of students in teachers or other student teachers, 16. Does not onticize the professional competence or professional reputation of teachers or other student teachers unless the criticism is communicated in confidence to proper ofcials afer fist informing the. Individual concemed ofthe criticism, 17, Acts in a manner that maintains the honour and dignity of the profession. \AIN 18. Does not speak on behalf ofthe Faculty of Education, the University of Lethbridge, the school, or the profession unless authorized to do so, U of L: PS I Formative Assessment (Revised January 2018) Page 3 of 4 FEEDBACK ON PROFESSIONAL GROWTH ‘Strongths/ Professional Learning Achieved: Ms: Pela hex demmsiraeol heset€ fe he ¢ emsammale vakesien el. Sho aries om ture, wed planned ard preseats hosel$ saa potessiona® ymaarar~ oo She oo esta l shee? rAve pelaransays 72 steloats & oe Nese paleod be tag Siddicins © Ae“p 2 Mb Ais dge ay Keefet JP aaa Asim pies aot GS oie fessers, tr parpockan , 28 ae ja ee pee. : ne wi be Chek of pation © He ake ed oe DO Ga ay, Fe, FE tym bert ale 1a Pon e fag atm sa os yk bev: be Col nel yp! Tb a furry

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