DC A S T A NA L Y SIS

O
P SE OF TEACHER MADISON :
CAS N

Presented by: Rosa Venna Laudencia & Daniel Marquez

WHAT WERE MADISON'S EMBEDDED FORMATIVE
ASSESSMENTS?
Issue to be addressed: Some students were accurately measuring angles with a protractor while others needed
more assistance
Madison's Embedded Formative Assessment:
1. Madison grouped the class based on her observations of the student's performance from the
previous day
2.For struggling students, Madison reminded them of their learning target and modelled how to use
a protractor.
3. For students who have a good grasp of the lesson, Madison told students their learning
target and had students work with angles on pictures that she cut from magazines as she
knew this was more challenging.
4. As for other groups , Madison used questions to provide guidance as students made errors.
WHAT POSITIVES DO YOU BELIEVE RANDY, THE
ASSISTANT PRINCIPAL, WILL GIVE MADISON
REGARDING HIS OBSERVATION ON HER USE OF
EMBEDDED FORMATIVE ASSESSMENT?
1. Randy will compliment Madison's well-prepared objective for the day.
2. Randy will give Madison a compliment about how well she implemented her
embedded formative assessment by dividing the class into two subgroups:
those who did well and those who did not, in order for the teacher to provide
necessary and appropriate feedback and test based on the level of proficiency
of the students about the usage of a protractor in measuring angles.
3. Randy will also compliment Madison about how patient she is when dealing
with the group that did not perform well. She instead guided them with probing
questions in a non-judging and embarrassment-free way.
4. Lastly, Randy will compliment Madison's decision on further assessing the
group that performs well by giving them the same topic but in a different way
than what's already presented in the book.
WHAT STRENGTHS WILL RANDY HIGHLIGHT
ABOUT MADISON'S FEEDBACK TO STUDENTS?
1. The feedbacks to students are specific. Given that students were grouped according to their
previous performance, Madison was able to focus on the weakness and strengths of each group
and create varied feedback specific to the student's needs.
2. The feedbacks to students are instant. Madison was handson to all the groups and
when she sees students committing errors she immediately provides guiding questions
to students on the spot.
3. Randy will highlight Madison's ability to provide appropriate feedback
based on the needs of the students.