‘Science Formative Assessment Objective: Given an image of a living thing, the students will correctly draw one material from the physical environment that the living thing needs on their white board for 4 of $ pictures. Rationale: To track the students” abilities to identify specific needs of living things, a checklist was designed to keep track of student responses. The students were shown an image of a living thing, and they were given 45 seconds to draw a picture of an item or write a word thatthe living thing needs on their white boards. They all held their white boards up to the camera to show their work. It was initially designed to simply check off whether or not each student was able to identify a need for the image that ‘was shown to them, However, when actually filling out the form each student was answering each scenario with a correct response, so the specific items they identified were written in instead to ensure that the students were using varied items for each image. A differentiated scoring guide was not used for this assessment because it was expected that all students give answers to only the five living things listed on the checklist. This worked well for student 1 because he has trouble writing, so drawing pictures is a more comfortable way for him to express himself. Student 2 was prompted to add labels to his drawings because he is a stronger writer. Frog Flower Person Bird Trees Abbygall Jordan Lane Ty'are Ronala| Log : = *Dominid aso = | Cart ‘A= Absent During Lesson NC=Not on Camera/Left the Room *Students from Weekly Observation LogsLanguage Arts Formative Assessment Objective: After reading Up the Creek, the students will answer questions about key details, including chatacters, the setting, and story events, Rationale: After reading the book Up the Creek, a Padlet was displayed via screen share that included ‘questions about key details from the story. Anecdotal notes were taken of students’ oral responses as they were called on to share their answers to the questions about key details in the story. In a whole class setting, the students would have been able to individually respond to each question themselves using the Padiet, but in this environment they had to share their answers orally to contribute to the Padlet. One drawback of this assessment is that not every student's voice was able to be heard, but this log of students’ responses gives an idea of the overall reading comprehension of the class. A differentiated scoring guide was not used because all of the students were asked to respond to the same questions about the story. This worked for both students | and 2 because they are not able to write complete sentences, so being able to verbally share answers while the teacher scribes is appropriate for them. The specific ‘questions about key details in the story that they were asked are in the table below: Question I: Question 2 Question 3: Question 4 Where does the story take | Who are the characters in the | What are some problems that the | What do the characters do once place? story? characters faced while canoeing? | they are done canoeing?Social Studies Formative Assessment Objective: Afier reading Up rhe Creek, the students will sor images depicting characters working asa team and not working as a team for 6 of 7, Rationale: This color-coded checklist was designed to monitor the responses ofthe students as they sorted the pictures from the story Up the Creek. Images from the story were placed on a Google Slide, along with a table split into two categories: “Acting as Team’ and *Not Acting asa Team,” The students would sive a thumbs up or thurnbs down to show ifthey thought euch respective ‘Working as team or not working asa team, Irthey answered correctly the box for that image by their ame would be filled in green, 1fthey answered incorrectly, the box by their name for that image would be filed in red. To meet the objective, the students should have had six green boxes shaded in. A ifferemiated scoring guide was not used because the students were all expected to respond to th sages. While this type of assessment i not ideal, it works ina virtual learning environment to collect, age showed the characters data on many students i the classroom, For students | and 2, this was an appropriate way for them to share their answers, Student 2 was asked to elaborate more extensively on his answers when called on to share aloud since he is stronger in reading comprehension Image 1 | Tmage2 | Image | Images | Images | Images | Image7 “Oliver Abbygail Jord Lane] rm | Mhiy"Lovee serenity Blacks Absent —_Gray= Not on Gamera Green= Correct Reds Incorrecth Formative Assess Objective: Given9 virtual two-colored counters, the students will correctly write addition number sentences with sums of for 4 of 5 problems. Rationale: This color-coded checklist was designed to track the responses ofeach student as they answered the addition problems with sums of 9, One student would be ealled on to help select addends for ‘the problem, which the teucher candidate would repres sereon-share. Then the students wrote number sentences on their white boards that represent the visual When they showed a correet answer for the problem, the box by their name was filled in green. When they showed an incorrect answer for the problem, the box by their name was filled in red. In an in-person learning environment, the students could have tumed in actual work samples fo be examined, One benefit ‘of viewing all work samples at once though i thatthe feedback is more immediate forthe students as they work and they can correct their work immediately, A differentiated scoring guide was not sed ‘hecause all of the students were expected to answer the same questions when meeting the lesson ‘objective, The students were challenged later in the lesson when working on story problems, which was ‘beneficial for student 2 who is skilled in math. This assessment worked for both of the students because this format is what they are used to in their usual math classe. rt with the virtual to-colored counters using Problem 1 | Problem 2 | Problem | Problema | Problems = | il von nl ‘Gray= Noton Camera orem Taree