This assignment you will reply to two students 150 words each. attached will be the previous discussion that was written. Below will be the two students initial discussion you will reply to. <\/p>\n
Assessment Title:<\/strong> <\/span>Westward Expansion Digital Formative Assessment<\/p>\n Grade & Subject:<\/strong> <\/span>7th<\/sup> <\/span>Grade U.S History<\/p>\n Assessment Link:<\/strong> <\/span>https:\/\/quizlet.com\/901877086\/test<\/span>Links to an external site.<\/span><\/span><\/a><\/p>\n Applicable Learning Standards: <\/span><\/strong>USI 8: The student will apply social science skills to understand westward expansion and reform in America from 1801 to 1861 by <\/p>\n a) describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisianna Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California.<\/p>\n Reflection & Feedback:<\/strong> <\/span>Creating this digital assessment taught me that while using digital tools as a form of formative assessment provides easy access for student and teacher and allows an easy means for the teacher to create the test, the teacher must still be diligent in writing assessment questions that are clear and concise. Quizlet is a prime example of a tool that is easy for a teacher or student to access and use, but providing clear, concise, and varied types of questions proved to be difficult. Utilizing digital tools and resources for the purpose of assessing is a learning process that requires trial and error.<\/p>\n Intervention\/Remediation Strategy: <\/span><\/strong>Students who score low on this formative assessment will continue to be allowed to participate in the scaffolding activities available on Quizlet. The students would continue to reassess. However, if the student cannot master these concepts after two or three attempts, the scaffolding may need to be simplified and the question formats revised. According to Belland, Walker, Kim, and Lefler, scaffolding can enhance learning for students with varied needs (2017). The trick is finding the scaffolding type that will best assist the student. It is crucial to find the balance of allowing students to learn at their own pace without allowing them to fall behind the rest of the class. Remediation for the whole class would involve reteaching the information using the differentiated method of graphic organizers. This form of differentiation provides visual clarity and allows for activities where students can collaborate with their peers. Students often learn more when engaging and interacting with the content, which is the premise behind differentiated instruction, to engage students to improve learning outcomes (Tomlinson, 2001).<\/p>\n <\/p>\n An effective formative assessment should include varied methods of gathering and evaluating evidence of student learning. According to McCallum and Milner, the effectiveness of a formative assessment is contingent on how well the assessment promoted learning, whether it provided useful feedback or diagnostic information, and the degree in which students can understand and deal with their strengths and weaknesses (2021, p. 3). Formative assessment should be a continual and adaptive means of using a variety of tools to gauge student understanding in a low stake manner.<\/p>\n <\/p>\n <\/p>\n References<\/strong><\/p>\n <\/strong><\/p>\n Belland, B. R., Walker, A. E., Kim, N. J., & Lefler, M. (2017). Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education. <\/span>Review of Educational Research<\/em>, 87(6), 1051\u20131089<\/p>\n McCallum, S, & Milner, M.M. (2021). The Effectiveness of Formative Assessments: Student Views and Staff Reflections. <\/span>Assessment and Evaluation in Higher Education, <\/span><\/em>46(1), 1-16. <\/span>https:\/\/doi.org\/10-1080\/02602938.2020.1754761<\/span>Links to an external site.<\/span><\/span><\/a>.<\/p>\n Tomlinson, C. A. (2001). <\/span>How to Differentiate Instruction in Mixed-Ability Classrooms.<\/em> <\/span>Association for Supervision and Curriculum Development.<\/p>\n My Digital Formative Assessment involved using Kahoot to prepare for an assignment. The assignment was on the Rebuilding of Europe after the Second World War. Students would prepare for their summative assignment by playing an open-book\/open-notes game of Kahoot. This would entertain the students, while also quizzing them on material that they have studied and learned over the learning period.<\/p>\n
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