Andre Perrault

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LRC 535: Phase Eight
Prof. Anders/Kaplan
Grade: 11th grade
Subject: Spanish
Unit: Poetry

Formative & Summative Assessments

Part A

Formative assessments are essential ways for an instructor to gauge the comprehension their
students have on the unit content. If done correctly, formative assessments will have prepared the
students well enough that when a summative assessment is administered, there will no surprises
for the students and better results will ensue. For my poetry unit, the strategies I plan to extract
formative data from are the Quick Write, QtA, and Chalk Talk.
The Quick Write activity is a great way for me, the teacher, to collect and read pieces of my
students' thoughts. With the right prompt fused with the adequate amounts of critical thinking
and linking to prior knowledge, I can truly assess how the day's lesson impacted their thinking
and learning. If the Quick Writes indicated thorough comprehension of the learned material, then
I know they've attained new knowledge. If there are responses that point to irrational explanation
or lack of application, then I know there's more I need to retouch on next class.
For the QtA strategy (Questioning the Author), there's a dynamic of student disclosure that if
a teacher pays enough attention to, they can gather and listen to what and how their students
think about a given text. The QtA isn't just a regurgitation of what was read, but more an
analytical take on why the student feels the author wrote and chose to communicate in such a

way. If I hear the right kind of popcorn answers from my class, then I know they're thinking
about the text on a level where I want them to be. If I see they're not tapping deep enough into
their critical thinking arsenal, then I need to model better annotating techniques for reading.
The Chalk Talk strategy is not just a teacher's opportunity to assess the learning from a
lesson, but a unique opportunity for students to each answer a topic question anonymously in
front of their peers and gauge how their responses relate to other peer interpretations of the
material. The formative data gained by the teacher is clear as day, in the form of a classroom
board wide collage of student reactions, feelings, relations to other topics, and all around
comprehension of what was learned that day. If the answers are on point with how I want my
students thinking about the content, then the lesson was a success. If the written responses on the
board seem too vague and not up to par with how I want them to internalize the material, I can
touch on it more next class. These formative assessments can be done after the reading of
biographies of significant Latin American poets, famous pieces of poetry, and classroom
discussions on important content material like poetic techniques, styles of poetry, and poetry
characteristics. The timing of these assessments will properly gauge the students' attainment of
the learning goals, success criteria, and essential questions.
The students will be held accountable for the formative assessments for this lesson in a
completion and participation basis only. For the Quick Write, every student must turn in a
response paper to leave. Their writings will be judged by me whether or not I feel they've
understood the lesson. The QtA will be a participation based assessment where I look for
responses from everyone in the room and base their critiques on the author and text to the level I
want their critical thinking to be. And finally the Chalk Talk activity is another participation
based assessment where everyone is expected to respond on the board and their collective

thoughts will serve to convince me whether or not I'm pleased with the progress of their thinking
and internalizing of the material.

Part B

For a summative assessment for my class's poetry unit, I would incorporate the teachings of
the poetic techniques and styles we've encountered and studied in the course and apply them to a
student created poem to be graded. The poem will be evaluated by peers before being presented
to the class and turned in to me. The lesson goals and success criteria will be reflected in this
summative assessment and will serve as a true indicator of whether or not the student has learned
the unit content or not.
*Description of Summative Assessment: Students will analyze a famous romantic poem in
Spanish for poetic components and themes. We will share and discuss some together as a class.
This reading and group analyzing should take about 15-20 minutes. Students will then have the
rest of the class period to write a poem of their own in Spanish and present it to the class in two
days. Structured peer editing will take place in class. Students will be graded by the teacher on
incorporation of discussed poetic components from previous instruction in their own poems and
presentation of their poem to the class. Students will begin writing their poems in class and take
home to finish and polish them for oral presentations next class period.

Grading
Student written poem:
A relevant title
Central theme(s)
Grammar & punctuation
Use of poetic techniques

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Poem scoring rubric

Poem title
Poem theme(s)

Grammar&
punctuation
Poetic techniques

5-6
Relevant to poem's story
or message
Solid central theme(s)
that flows throughout the
poem
Few to no grammatical
and punctuation errors
3-4 well-used techniques

Points
3-4
Off topic
title/irrelevant
Theme(s) go off
tangent/loosely
connected with poem
Numerous
grammatical errors
1-2 good techniques

Poem presentation:
Oral skills
Speech presence
Presentation rubric
Oral skills

Speech presence

Score

3
Good intonation, precise
annunciation, and few to
no speech adapters
Confident volume, class
eye contact

0-2
Title too vague/no
title
Theme(s) do not
connect with
poem/no theme(s)
Can't be read or
understood
Poorly used/no
techniques

_16
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Points
2
Moderate use of
adapters and few oral
errors
Hard to hear and little
eye contact

0-1
Numerous oral
errors/incoherent
Inaudible and never
looked off the page

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