Formative assessment allows the teacher to check in with students without them

knowing. It is an informal way to see if the class needs to be retaught or if my teaching methods

on a topic were lacking. The more I include formative assessment in my lesson plans, learning

outcomes will be stronger. If multiple students are struggling with a question, I will explain it to

the whole class in a different way. In the future, I will continue making worksheets for activities.

Summative assessments were more open-ended and formal. Other than the grading, summative

seems to be more structured than formative in my cases. I believe this just comes with the

territory. If I am expecting students to give me something for a grade, they need to know what is

expected of them. These summative assessments are homework assignments that see if the

student captured the main idea of the lesson. With almost every student (who turned in the

homework) did a great job. They showed an understanding of the concepts I was trying to teach-

filling my heart with joy. Although it takes some extra time to make formative and summative

assessments, I could not teach without them. I would constantly be wondering if students

understood what I was saying, or if it went right over their heads.

My pre-assessments very between each lesson plan. My first and third lesson

pre-assessment is student discussion and full group responses to what revolutions are. This gets

the student's mind going about the topic and allow other students to learn from peers. Students

who know a lot can tell the whole class. My second lesson pre-assessment is a game. It gets

students talking about oppressive government and they can connect historical events to current

problems. My fourth lesson pre-assessment is a simulation that helps students understand how

wealth inequality works. If they do not understand wealth inequality, they will not understand

why the system is unjust. This is also kind of a formative assessment because they are learning
from the experience. My final lessons pre-assessment is only a short discussion about what

people know about Napoleon Bonaparte. There was not a lot of time in that lesson and the

pre-assessment was the day before.

Formative assessment allows me to informally see where students are in the learning

practice and check my teaching successes and failures. Because I included a lot of activities, it

made checking in with students very easy. I walked around and talked with students about the

assignment they are given: whether it be discussion, reading, or questions. Every day I offer at

least 10 minutes for class discussion. This is a good time to walk around and check in with each

student to see if they understand the information. I also ask the students if they have any

questions about the material as I am presenting. If I explained something poorly, I can explain it

right then so they understand. If I ask for a general response of student understanding and the

general result is not great, I can give them an activity to do regarding that material. This

formative check allows me to offer more opportunities for learning that can most benefit them. I

do not want to assign homework over things they fully understand: busy work is not my thing.

Many of these activities can also be read over to see students understanding. I like worksheets to

both guide students and allow me to look at their work. I cannot be able to be there for a whole

discussion but I can see what they have to say when they turn things in. These are mostly graded

for completion if they are graded at all. Students note sheets are also a formative check. I can see

if they are taking notes and writing things down. This is a good sign they either understand the

martial or are paying attention to what I am saying or what they are reading.

My summative consist of graded homework assignments and reading student responses.

They either respond to questions and a reading, write a story, or correctly connect ideas together.
If students do not make the correct connections, they may have missed some part of the lesson.

This happened with one student and her homework assignment. She responded to every question

correctly but gave all the wrong reasons for her response. So, I pulled her aside and talked to her

about the homework assignment and how I couldn’t give her 100% because she missed part of it.

She, in fact, did not understand the section talked about in class that was on the homework

assignment. I told her to review the material and in-class activities before she takes the test. I

don’t know what she ended up doing, but I tried all the things I could and assessed her learning

correctly.

My assessment of my assessments is that they are very informal, at least my formatives

are. They mostly consist of asking each student what they think and looking at their work if they

have a place to take notes or write responses. I know these students can learn on their own and

educated themselves, but that's “risky”. However, these students grasped my teaching style and

did amazing. As they struggled through my formative checks, they blew me away on the next

formative and summative. I know it wastes paper, but I have bigger fish to fry than the

consumption of paper at a school. I think the lecture is important sometimes, but having the

students learn and be able to check their understanding is so much more fun. These both guide

students in the right direction, pace them and allow me to both formative and summatively assess

them.
Scientific Revolution Assessment
Pre-assessment (for learning):
Ask students to talk about revolutions in table groups and create a definition- each table group will give
a definition; define and give examples to the class- see if the students have a general understanding of
what a revolution is.
Formative (for learning):
Check in on students: track with students to make sure they are understanding lecture, drawings
presentations- see if they are taking relevant notes; ask students if they have any questions regarding the
martial.
Formative (as learning):
​Students will read biographies, summarize information about figures, and present the information to
classmates. If the information is inaccurate or they do not present in the group, their understanding may
be lower than students who do present; they will both learn from this experience and I can check for
understanding
Summative (of learning)​ :
Collect half sheets of paper with students response to the question “How did the Scientific Revolution
eventually led to the justification of racism” This topic is covered in the lecture briefly but students are
asked to make connections; if they were able to make accurate connections, they are more likely to have
understood the material

Absolutism Assessment
Pre-assessment (for learning): Scattergories
Ask students to talk about governments they know of that have complete control over citizens, and
see if they understand how oppressive governments affect people today; the scattergories game is
a form of pre assessment

Formative (for learning):

Discussion time about what people do when they are taken advantage of. Teacher walks around
during discussion and asks each table what their main ideas are. Ask the students to talk in table
groups about the 3 characteristics.

Formative (as learning):

Students read examples and evaluate texts; fill out worksheet and will check in with
teacher if they completed it correctly. Errors will be corrected one- on -one

Summative (of learning​):

Students have a similar homework to the in class assignment and will turn it in next
class, as well as a, creative writing assignment where they will make up a theoretical
government with the characteristics of an absolute government
Enlightenment Assessment
Pre-assessment (for learning):
Ask students opening questions about what makes a good government. If they can not come up with
any, they can listen to other students in class. Ask tables what they came up with and reflect on each
groups options
Formative (for learning):
Think, Pair, Share about Questions asked during the enlightenment. Teacher will walk around to see
what students are writing and talking about. Ask students if they have any questions regarding the
documents and walk around and answer questions
Formative (as learning):
Read documents and respond to questions; teacher can check in with each student’s progress based on
annotations and graphic organizer. Go over graphic organizer in class as a whole
Summative (of learning)​ :
Collect packets to see if student understood concepts. If the students responses were off base, mark them
down and write comments about possible improvements.

French Revolution Day 1 Assessment

Pre-assessment (for learning):
Simulation allows student to understand the 3rd estate/ causes of the French Revolution. If they do not
understand the situation of inequality, they may better understand it after the simulation.
Formative (for learning):
Ask Students to respond to questions in table groups and then as a class. Teacher checks in with each
table and sees what they think. Bring whole class together to talk about main ideas discussed.
Formative (as learning):
Political Cartoon Analysis sheet allows teacher to determine students level of engagement and
understanding of materials covered so far.
Summative (of learning)​ : none

French Revolution Day 2 Assessment

Pre-assessment (for learning):
Students are asked what they know about Napoleon Bonaparte- talk in groups for 30 seconds and then
bring it back to the whole class
Formative (for learning):
Ask students if they have any questions or need clarification about topics covered. Walk around the
class when students are working on declaration activity
Formative (as learning): ​ Ask students about the connections they made between the French
Declaration and American documents. If students are able to make connections, they must be able to
understand both documents.

Summative (of learning)​ :

Students write a letter to the King of France about unfair taxes. If they don’t express anger or
annoyance, they did not understand the French Revolution.