Student achievement of the CLO was monitored through the use of multiple types of formative and summative assessments. Pre-assessments were used as a way of finding out how much my students knew about the unit we were teaching when they were first being introduced to a new unit or topic. The pre-assessment was made up of varied levels of questions that would be used on a summative assessment at the end of unit. This was helpful because it allowed me to monitor how much progress was made towards the CLO. In every lesson students are asked various levels of Blooms type questions to check for their understanding of the CLO for not only the unit but also more specifically that day. All of the …show more content…
For instance if Monique was to turn in a test that had very poorly written answers I would take a pen and start critiquing her writing with very specific comments about how she could have improved her writing. With her this is the best way to get her to respond to the feedback and improving her writing at the same time. She had requested this type of immediate feedback early on in the year. With her she also wants to be corrected immediately when she is speaking if she is struggling with structure or doesn’t quite understand how to phrase her answers. But most of my student I make small corrections in the margins and ask them to add details to their answers. I do not give them the answer in my comments to them because I allow them to do test corrections in order to gain some of their points back on the exam. Test corrections are done where they have to write the correct answer to each question three times in a complete sentence and they are able to get up to half their points …show more content…
By conducting Check for understandings throughout each lesson I was able to guide discussions around homeostasis based on what my students were interested in learning more about. Exit tickets were used each day in order to assess whether or not my students accessed the information I had planned for that activity. Then I would rephrase the question and ask it the next lesson as a Do Now. The end of unit assessment students are expected to do the test corrections because Biology builds on prior concepts and if they are not understanding the information from the previous unit it will set them up for failure in the next unit. I have found that implementing test correction has greatly reduced the confusion moving into future units. Also if I notice that students are struggling with a specific concept then we will revisit that concept before moving on, because otherwise moving forward will confuse my students and I will have to reteach all the new material as