Embedded Formative Assessment

HANNAH ANDREA ALEXA HERNANDEZ

KRISHA ANN MARIE PAJARES
PRIMARY CONCERN: Some of Teacher Madisson’s students do not know how to
measure with the use of a protractor.

1. What positives do you believe Randy, the assistant principal, will give
Madison regarding his observation on her use of embedded formative
assessment?
2. What strengths will Randy highlight about Madison’s feedback to students?

Teacher Madisson was able to execute embedded formative assessment by (a)

gathering and evaluating evidence (in which she divided the class into
groups based on their performance from the previous day); (b) feedback as she
uses questions to help students find and describe their errors; (c) oral
questioning by reminding students of their learning targets (purpose) and uses
effective questions strategies. (d) instructional adjustments when she made the
decision to remodel, measure the right angle collaboratively with students or
allow students to measure solo.
Teacher Madison used differentiated learning or instruction which leads to
several possible concerns:

• During the assessment (teacher-learning process), Teacher Madison may

experience the possibility of loss in decision making. For example, there
were times she contemplated what students with challenges do.

• Teacher Madison may extend time if the students with challenges

continued to display hardship in understanding the lesson. Thus, this may
affect the concentration that the teacher may give to all the students.

• It may have caused Teacher Madison to do heavier workloads since she

needed to take time in planning different strategies and in making teaching
materials.
Teacher Madisson’s emphasizes EQUITY rather than EQUALITY.

I believe that teacher Madisson should have emphasized the idea of a

mixed-ability classroom. The idea behind a mixed-ability classroom is
to provide equal access to resources and education for children of all
backgrounds and abilities. All students are expected to meet high
standards and are urged to collaborate with one another. Higher-achieving
students are challenged to explain their understanding to their colleagues,
while struggling students gain from peer modeling. The chance to work in
groups and exercise higher-order thinking is advantageous to all kids.

Saaris, N. (2019). How can students work together in a mixed-ability classroom? Active Learn.
Retrieved from: https://www.activelylearn.com/post/collaboration-mixed-ability-classroom
RECOMMENDATIONS:

Teacher Madisson should have not divided the class into two groups
where high-achieving learners are separated from low-achieving
student because according to William (2018), discussion and
collaboration give high achievers the opportunity to elaborate their
thinking, while providing low achievers the opportunity to ask
questions that they may not feel comfortable sharing with their
teacher.

Wiliam, D. (2018). Embedded formative assessment. Bloomington, IN: Solution Tree Press