In Week 1, you selected a standard for your unit plan along with three measurable learning objectives. This is the first step in creating any type of lesson or unit plan as we must know what knowledge

Week 2 Assignment Creation of Formative Assessments [WLO: 2] [CLOs: 1, 5]

In Week 1, you selected a standard for your unit plan along with three measurable learning objectives. This is the first step in creating any type of lesson or unit plan as we must know what knowledge we want our learners to acquire. Since we are following the backward design model for developing lesson plans, the next thing is to create our assessments: the evidence that will let us know our learners are acquiring the knowledge.

Prepare

Prior to beginning work on this assignment,

Read Chapter 5: Placement, Diagnostic, and Formative Assessment
Review your instructor’s feedback from Week 1 to make any necessary changes to your learning objectives.
Review the following links on different ways you can formatively assess student learning:
- 56 Different Ways to Gather Evidence of Student Achievement (Links to an external site.)
- Examples of Formative Assessment Exercises (Links to an external site.)
- Fantastic, Fast Formative Assessment Tools (Links to an external site.)

Reflect

Consider how you might formatively assess learners before, during, and after a lesson.

Content Instructions (Due Monday, Day 7)

Complete the following:

Fill out the Week 2 Creation of Formative Assessment Assignment Template.
Include your standard and three measurable learning objectives in this document.
Create three different ways you might formatively assess your learners during your instructional plan. Provide a description of each of the assessments and how each one helps you in measuring the progress of your learners mastering the learning objectives. This explanation will show alignment between your standards and objectives and your formative assessments. Use evidence from your readings to support your ideas.
Integrate the use of technology with at least one of your formative assessments.

Writing and Formatting Expectations

Your Creation of Formative Assessment assignment

Must be two to three double-spaced pages in length (does not include the title or reference page).
Must include a separate title page with the following:
- Title of paper
- Student’s name
- Course name and number
- Instructor’s name
- Date submitted

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources
Must make reference to the course text to support your ideas. Refer to Integrating Research (Links to an external site.) for assistance.
Must use proper syntax and mechanics. Your writing should display meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.) guide.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.
Must use APA formatting consistently throughout. Refer to the Ashford Writing Center (Links to an external site.) for assistance with APA style and formatting.

Week 1 Assignment Developing Measurable Learning Objective

Highlight your path:

PK -6

7-12

Corporate Trainer

Military Trainer

Healthcare Trainer

Other:

(type response here)

Name of Standards: Virginia state standards; Fourth Grade Science

Content Area: Environmental Science

Grade or Audience: the Main target audience is Fourth Graders.

Standard: Four all through to Six (4-6).

Weather: The atmosphere is described in terms of the prevailing conditions. The conditions include; cloudy, sunny, rainy, hot, and cold, wet or dry weather, calm, stormy or clear.
Climate: Refers to the specific phenomena or attributes that are used to define the weather conditions. The attributes include; humidity level, rainfall and precipitation, wind, and atmospheric pressure.
Climatic conditions: Prevailing conditions at a particular time. It is characterized by the interaction of several weather elements.
Meteorology: Study and forecasting of the weather conditions. Include practical viewing and assessment of the cloud cover, the intensity of the sun and the winds.
Weather measurements and meteorological tools are a barometer for atmospheric pressure, windsock and wind vane for wind measurements, rain gauge to estimate rainfall intensity, and a hygrometer for measuring humidity levels.

Measurable Learning Objectives/Outcomes/Targets

Understand and explain: The student’s level of understanding will be assessed by how well they can explain the interaction that occurs between various weather elements (Jimenez, 2014). They should be able to explain how different climatic conditions influence weather patterns.
Remember and identify: The impact of the studies will be determined based on how well the students can remember the specific types of weather instruments and how each is used to measure weather, (Lefrancois, 2013).
Application: An assignment to construct several weather measurement instruments at home will be offered to establish how well the students can apply what they have learned (Grant, 2013).

References

AVENUESdotORG. (2013, February 28). Grant Wiggins – Understanding by design (1 of 2) (Links to an external site.) [Video file]. Retrieved from https://youtu.be/4isSHf3SBuQ

Bowen, R. S. (2017). Understanding by Design. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/

Edutopia. (2008, July 15). Why is assessment important? (Links to an external site.) Retrieved from https://www.edutopia.org/assessment-guide-importance

Integrant Consultoria. (2016, May 12). Using Bloom’s Taxonomy to write learning objectives (Links to an external site.)[Video File]. Retrieved from Retrieved from https://youtu.be/Ywhc07KWR-g

Jimenez, K. A. (2014, February 13). How to create infographics (The ultra-simple & easy way) (Links to an external site.) [Video file]. Retrieved from Retrieved from https://youtu.be/nShmwzh879g

Lefrancois, G. R. (2013). Of learning and assessment. San Diego, CA: Bridgepoint Education Retrieved from https://content.ashford.edu/