Assessments and Outcomes.jpg

Assessments and Outcomes 1.jpg.png
Assessments and Outcomes 2.jpg.png.jpg
Assessments and Outcomes 3.jpg

Assessment and Outcomes
Regular formative and summative assessments will be used to determine whether students are learning the needed material. The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by an educator to improve their teaching and by students to improve their learning. It helps students identify their strengths and weaknesses and helps to target areas that need work. It helps teachers address needed problem and struggling areas. Formative assessments, such as exit tickets, 321’s, thumbs up, questioning, quick quizzes, and pre-assessments are used throughout to assure that the students are learning the necessary information and are ready to move to the next level. They usually have low or no point value associated with them. Summative assessments, on the other hand, are tests that have a high point value and are instrumental in showing what students have learned. The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. They include midterm and final exams, chapter tests, standardized test, projects, and papers. Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses. Due to the issues that can arise with student learning, it is important to assess students on a regular basis and adjust lessons according to those results. These assessments keep students from being able to slide through without gaining the needed knowledge.
According to Black, Harrison, Lee, Marshall, and William, “an assessment activity can help learning if it provides information that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning activities in which they are engaged. Such assessment becomes formative assessment when the evidence is actually used to adapt the teaching work to meet learning needs,” (p. 10). Both the individualized and flipped assessment plans that Baylen Middle School uses would not be successful without regular assessments to allow our students to move through the needed materials. According to Millman, the flipped classroom should have multiple types of assessment in order to guide learning (Millman, 2012). Many of the assessments will be done online to allow teachers to give immediate feedback to the students. This lets the students move quicker through the needed information. Technology can help support both formative and summative assessment strategies. Students will also display their work online so that the teachers and the students at home and school can also access it. “The students have to change from behaving as passive recipients of the knowledge offered by the teacher to becoming active learners who can take responsibility for and manage their own learning,” (Black, Harrison, Lee, Marshall, & Wiliam, 2004, p. 20).
Until we are able to get the student's back to their previous levels of understanding the main focus will be reading, writing, math, and basic socialization skills. Science and social studies will be integrated in to the basic curriculum. There will be a pre-test given in each area to see if there is any knowledge that they have retained. Then they will be given an ILP (Individual Learning Plan) in which each student will have a learning track especially for them. With the use of technology they will watch videos at home using a flipped classroom curriculum style. Then they will take a quiz to see if they retained the material from the video. They will either do more in that particular area or get to work on a higher level project or activity to help them move to the next level. Without regular assessments this plan would not work, since assessments are the only way to move to the next level. According to Shank, “adequate learning assessments are one of the hallmarks of competence in building good instruction and markedly improve the quality of instruction,” (p. 5). Even though formative assessments will be a major focus, students will also be given standardized test and other summative assessments to see how they measure up to the surrounding schools and to see if the students are moving towards the goals and curriculum that is needed for the year. Peer assessments will also be used to help students attain their goals and improve the quality of their work. According to Black, Harrison, Lee, Marshall, and William, peer assessment is important because students will accept criticisms from their peers that they would not take seriously from a teacher (Black, Harrison, Lee, Marshall, & Wiliam, 2004). This plan also includes differentiation based on the fact that each student is on a different plan according to his or her individual needs. Baylen Middle School students will be both formatively and summatively assessed in order to give them the best education possible.

Works Cited
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 9-21.
Millman, N. (2012). The flipped classroom strategy: What is it and how can it best be used? Distance Learning, 9(3), 85-87.

Shank, P. (2007). Four typical online learning assessment mistakes. Retrieved from Assessing Online Learning: Strategies, Challenges and Opportunities: