Formative and Summative assessments can be accomplished several ways in the classroom. Teachers should also conduct assessments of their own teaching along with student learning. Below are ways that I chose to conduct formative and summative assessments during this course.
Formative Assessment:
1. During my student led lesson on flipped classrooms, the first activity I had students participate in was a way to collect feedback from the students on what they had learned/gathered from the flipped classroom readings. I asked my classmates to please treat the class session similar to a flipped classroom, by reviewing the flipped classroom materials on Carmen before they arrived to class. Our first activity had each person in the room answer a set of questions to gage what they were able to learn from the readings based on flipped classroom experiences.
2. When conducting my Micro-teaching on Cloud Computing students were asked to answer to questions related to cloud computing during a discussion breakout, which aloud me to gage their understanding of cloud computing.
3. Given 30 seconds, students were asked to list all the social media they could think of on an index card. This activity helped provide insight to me on how much experience students currently had with social media during my Micro-Teaching 2 segment.
Summative Assessment:
1. If we had time during the flipped classroom student led lesson, Narmada and I had a project planned which would have had each of out classmates lay out their flipped classroom. Everyone would have laid out the details of implementing their own flipped classroom, followed by a peer-review activity so they could get feedback from others in the class.
2. At the conclusion of my Cloud Computing segment, students were asked to complete the GoogleDoc SWOT Analysis on cloud computing. Not only were students given practice and asked to use a cloud computing tool, they also had to provide their own insights on cloud computing related to its strengths, weaknesses, opportunities, and threats
3. Following the social media in the classroom introduction, students researched and provided feedback on an assigned social media tool. Each group analyzed the pros and cons of the tool being teacher or student driven and they also devised ways that tool could be used in the classroom