Podcast Formative

Assessment
(The Case of Madison)

Galido, Heaven Rhajanie C. Lopena, Colleen P.

BVE 3 -11
What positives do you believe Randy, the assistant principal, will give
Madison regarding his observation on her use of embedded formative
assessment?
Teacher Madison used the “Modeling” method for those struggling students to
help them learn how to use the protractor correctly on their own.
She was able to demonstrate the proper application of embedded formative
assessment by asking her student’s misunderstandings and errors before
making judgments/decisions.
She observed the differences between her students very well. She used
activities that would help students learn based on their learning differences
while maximizing the student's capabilities and making sure no one was left
behind.
 What strengths will Randy highlight about
Madison’s feedback to students?

keen observer and provides innovative strategies - When Teacher

Madison noticed a group of students who couldn't perform well, she used of
protector. She then groups the students based on their current learning. From
there, she bagan applying different strategies to help students learn how to use
the protractor but still keeping in mind that the intensity of the activity help
students develops their current learning.
relevant and timely feedback - Teacher Madison responded by providing
her learners with relevant, specific, and timely feedback in order for them to
improve their performance. She also provide a direct feedback to students.
goal-oriented -Teacher Madison brought up the learning targets to remind her
students of their goals. Teacher Madison sees that she reminds her students of the
learning target when most needed (i.e., before correcting an error or introducing new
activities).
active learning - Teacher Madison allowed her students to work independently and
assist the struggling learners using note cards. She also ensured that students were
developing their current learning to a higher level by giving them different intensities of
activities.
strengthened understanding and corrected mistakes - Teacher Madison was able
to help her students in strengthening their knowledge by asking questions for them to
identify their errors.
promotes inclusivity - Even though some students learn quickly and slowly, Teacher
Madison ensured that there would be no discrimination. She used the strength of other
students (i.e., when fast learner students model using a protractor in cut pictures from a
magazine) to help the other students learn.