Formative Assessment Methods

Formative assessment methods provide the foundation for the ongoing development of student learning in my unit plan. Informal assessment methods focus on an outcomes-based approach to student learning, which empowers children in developing the self-efficacy to achieve their learning objectives (Marsh, 2009). Observations play an important role in monitoring the progress of a child’s understanding in relation to a learning outcome (Readman & Allen, 2013). Thus, I must be observant in identifying the prevalence of any misconceptions. Observations are just as important for students to engage in, as seen in the plant-growth experiment in LA1 and LA12, due to the analysis that is derived from visual observations. Open-ended, productive questioning
Lesson plans were sequenced to maximise student learning by ensuring the continuity of learning allowed students to build upon and extend their learning that was underpinned by the big idea. For instance, LA1 begins by actively engaging the students in an experiment related to the growth of a seed, while LA2 and LA3 extend on this understanding further by developing an awareness relating to the specific stages of a plant’s growth. In doing so, students are exposed to the same concept of plant-growth, yet progressively build upon the learning outcomes, achievement standards, and content descriptors through a variety of engaging learning activities. This approach is likened to Brookhart’s (2010) ‘blueprint’ of assessment planning. Learning Area 1 (ACSSU004) pertains to the seasonal changes in our environment and the affects therein, which I have integrated throughout LA1 and LA3, thereby facilitating a deeper level of understanding of the holistic nature of plant-growth. The discussions in LA3 relating to plant-growth, for instance, fosters social-constructivism, whereas LA2 incorporates fine motor skills with higher-order thinking skills – both of which are instrumental in supporting cognitive development (Murphy, Alexander, Patricia, & Muis, 2012; Madhuri, Kantamreddi, & Goteti, 2012). Moreover, Learning Area 3 (ACSSU002) is effectively highlighted in the LA9 which centres around the children familiarising themselves with ICT skills to categorise the essential factors for sustaining the growth of floral organisms; with research proving that ‘digital natives’ requiring computer-related skills for the ever-evolving world they’re living in (Thompson, 2013). Therefore, applying the principles of constructive alignment, coupled with progressive lesson sequencing, allows students to understand, articulate, and recreate their