First Formative Assessment

Below are the parts that  need correction:

First 3 pages is the assessment plan attached with corrections needed below:

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B. Assessment Plan Part II: Evaluation

Needs Correction: Noted in the response is that an observer will evaluate the first formative assessment and that students can be biased when making judgments. Not apparent in the WGU Assessment Plan Template is a description of the evaluation criteria for the first formative assessment and an explanation of how the identified consideration or another could affect the results of the first formative assessment.

B. Assessment Plan Part II: Differentiation

Needs Correction: The work suitably describes how students in the process of learning English will be included in English-speaking groups. What appears to be presented in the WGU Assessment Plan Template as accommodations for students who are gifted is that they will be matched with less gifted students and for learners with special needs student aides. However, based on what has been provided, it is unclear how student aides will support learners with special needs, as well as how matching students who are gifted with those who are less gifted could plausibly meet the gifted learners’ needs.

B. Assessment Plan Part III: Assessment

Needs Correction: The statement, it helps determine what type of groups certain students perform well in, which plausibly accounts for how the second formative assessment aligns with the learning objective is present in the WGU Assessment Plan Template. What can not be located in the work is an explanation of how the format or type of the second formative assessment is appropriate for monitoring students’ progress at this point in the lesson.

B. Assessment Plan Part III: Evaluation

Needs Correction: Expressed in the submission is that an observer will evaluate the second formative assessment by making a judgment, and there are considerations regarding the nature of the students. Not yet evident in the work is a description of the evaluation criteria that will be used for the second formative assessment, as well as the clear identification of consideration or area of challenge along with an explanation of how the identified area of challenge or consideration could affect the results of the assessment.

B. Assessment Plan Part III: Differentiation

Needs Correction: Then intentional grouping of students with special needs and those in the process of learning English described in the response could plausibly meet their needs. It is indicated in the WGU Assessment Plan Template that students who are gifted will be group with learners who are less talented. What can not be located in the WGU Assessment Plan Template is the description of a valid accommodation that could clearly meet the needs of students who are gifted by challenging them or enriching their learning.

B. Assessment Plan Part IV: Assessment

Needs Correction: Presented in the WGU Assessment Plan Template is that based on how effective students make their presentations, teachers are able to identify areas of concern. What appears to be missing from the work is a discussion that clearly addresses how the format or type of the summative assessment is appropriate for monitoring student progress at the point of the lesson it is delivered and an explanation of how the summative assessment aligns with the learning objective.

B. Assessment Plan Part IV: Evaluation

Needs Correction: The WGU Assessment Plan Template appears to indicate the need to focus on how the students acknowledge others and that an area of challenge or consideration for the summative assessment could be that students fail to address the specific areas they have problems with because the project is completed in groups. What can not be found in the submission is the description of the evaluation criteria that will be used for the summative assessment, along with a description of the format, type, process, or tool that will be used to evaluate it. In addition, a discussion that explains how the identified area of challenge or another could affect the summative assessment’s results.

B. Assessment Plan Part IV: Student Feedback

Needs Correction: Noted in the submission is that the feedback for the summative assessment will be delivered using a scorecard and that those who obtained low results will work on areas of improvement. An explanation of how the feedback from the summative assessment will engage students in their own learning is not yet apparent in the work.

B. Assessment Plan Part IV: Differentiation

Needs Correction: Accommodations for students in the process of learning English and those with special needs, like grouping them with native English speakers providing them with aids as needed, have been suitably described in the work. However, the description of differentiation or accommodation made to the summative assessment to meet the needs of students who are gifted is not evident in the submission.

The remaining pages (4-9) needs to be created from below:

B1. Assessments

Needs Correction: 2 formative and 1 summative assessments not provided. What can not be found in the work are the required assessment elements (such as handouts, written or verbal prompts, visual or digital materials) that align with each assessment outlined in the WGU Assessment Plan Template.

B2. Evaluation Tools

Needs Correction: Evaluation tools for the 2 formative assessments and 1 summative assessment is not provided. What can not be found in the work are the required evaluation tools (such as rubrics, samples, checklists) that align with each assessment outlined in the WGU Assessment Plan Template.For more information on first formative assessment check on this :https://en.wikipedia.org/wiki/Formative_assessment

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