# 1: B H How do you intentionally plan for formative and summative assessment in your lesson planning

#1:
B H
How do you intentionally plan for formative and summative assessment in your lesson planning?
#2:
M J
Formative and Summative assessments are used to track student progress and comprehension over an allotted amount of time. Formative Assessments are used for the teachers to observe and gauge student comprehension of small content areas. Summative assessments give teachers an indicator of a students achievement at end of a unit, term or academic school year.
An example of formative assessments that can be used in mathematics would be pop quizzes that require the students to answer questions regarding the classes lesson for that day. This type of assessment is completed after a section of a lesson is completed and really observes a small amount of content the students have just learned. Class discussions are also a great way to use formative assessments in the classroom, this is an informal way to collect individual data on the students through teacher observation. Also, in this method of assessment, it is easy to observe the students academic comprehension without them knowing. A lot of students suffer from testing anxiety and preform lower if they know their knowledge is being tested.
Summative assessments would be data collection of a students recollection of a larger amount of information over a longer period of time. Stzed ate standardized tests are a great example of summative assessments because they collect comprehension of a students gained knowledge throughout the school year. Benchmarks and mid-term exams are also great examples of summative assessments. These two examples are great ways for the teachers to understand what information they may need to touch on before standardized testing.

#3:
S A
There are two types of assessments that can be used in a mathematics class. They are formative and summative assessments. Formative assessments are those that happen throughout the semester or year in class (Younghusband, 2018). They measure how much a student is learning as the class goes on. They help to determine what the students need to review and how you may need to change a lesson (Van de Walle, Karp, & Bay-Williams, 2019). Usually this gets done after each topic to see if the student has learned what they were supposed to. A benchmark assessment is a good way to determine what students know and what the focus should be on in class. At the end of the subject semester or year the students should take a summative assessment. A summative assessment is that which tests students on all of the semesters objectives (Van de Walle, Karp, & Bay-Williams, 2019). An on-going portfolio is an example of a summative assessment (Meador, 2019). It shows examples of the students work from the entire semester or year and the growth that the student has made.
Van De Walle, J.A., Karp, K.S., & Bay-Williams, J.M. (2019). Elementary and middle school mathematics: Teaching developmentally, 10th ed. Pearson Education.
Younghusband, C. (2018). Making math fun with collaboration, games, and formative assessment. Retrieved from: https://medium.com/inspired-ideas-prek-12/making-math-fun-with-collaboration-games-and-formative-assessment-45d4bfe75363
#4:
T H
Give some specific ideas you have about the types of observational assessments you could use in your math instruction.
#5:
H A
Observational assessments are a valuable tool used to determine if students are learning and understanding the topic being taught. As a student is being observed in class, the teacher may learn new facts and data about their student and this data can be used in planning lessons, providing feedback, and determining grades (Van de Walle, Karp, & Bay-Williams, 2019).
You can incorporate observational assessments into your lesson by focusing on three key ideas: attending, interpreting, and deciding through anecdotal notes (Van de Walle, Karp, & Bay-Williams, 2019). Attending can be explained by visually watching and noting certain things that students do during the lesson. Interpreting those gestures that students make or do and understanding their strengths and weaknesses. Finally, deciding what to change or how to make it so that students can learn to the best of their abilities.
Van de Walle, J.A., Karp, K.S., & Bay-Williams, J.M. (2019). Elementary and middle school mathematics: Teaching developmentally, 10th ed. Pearson Education.

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