This document provides a template for an assessment plan for a 1-day lesson. It includes sections for an overview of the lesson goals, an anticipated 3-column assessment plan indicating points of assessment, expectations to create a similar lesson plan based on an observed lesson, and a reflection section relating the activity to principles of formative assessment and constructive alignment. The goal is to develop the skill of anticipating classroom proceedings based on a planned lesson.
This document provides a template for an assessment plan for a 1-day lesson. It includes sections for an overview of the lesson goals, an anticipated 3-column assessment plan indicating points of assessment, expectations to create a similar lesson plan based on an observed lesson, and a reflection section relating the activity to principles of formative assessment and constructive alignment. The goal is to develop the skill of anticipating classroom proceedings based on a planned lesson.
This document provides a template for an assessment plan for a 1-day lesson. It includes sections for an overview of the lesson goals, an anticipated 3-column assessment plan indicating points of assessment, expectations to create a similar lesson plan based on an observed lesson, and a reflection section relating the activity to principles of formative assessment and constructive alignment. The goal is to develop the skill of anticipating classroom proceedings based on a planned lesson.
Lesson Overview Here, discuss the overview of the lesson observed, and the given goals articulated by the teacher. Anticipated Assessment Plan (1 Day Lesson Level) In the anticipated assessment plan (incorporated in a 3-column lesson plan), indicate the points of assessment as given in the sample below:
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http://impuls-tgu.org/en/library/number_and_operation/page-153.html You are expected to create a very similar lesson plan, based on the observed lesson. The key skill that we want to develop here is anticipating the classroom proceeding vis-à-vis our planned lesson. Reflection Based on the ideas of (1) Bigg’s Constructive Alignment, (2) TRU’s Formative Assessment, and (3) Principles of Assessment, give your reflection (personal learning, meaning associated to experience, and interests aroused among others) on these activity. References You know how to do this. 😊