Formative assessments allow a wide variety of methods to evaluate student

comprehension, learning needs, and progression during the unit. These assessments
allow the teachers to identify concepts, skills, or standards they have yet to mastered.
This allows modification of lessons, instructional techniques, or added extensions to
build academic growth. The various types of formative assessments that address
multiple learning modalities are used throughout my unit allow me to differentiate my
instruction for all five of my focus students (ELL, SN, low, medium, and high). Formative
assessments are integral part of my unit because they evolve the learning process by
pinpointing areas of opportunity. All students are given opportunities to increase
achievement and preserve in my class by extension activities, and tutoring. Extensions
activities will allow students to attempt the standard at their own zone of proximal
development. Fluency is assessed through discussions, short-answer questions, and
group presentations. Evaluating the students written and oral explanations of models or
diagrams allows me to address the students needs and any misconceptions. To
differentiate between learners, students are encouraged to express their answers
through models, graphs, words, pictures, as long as all sections of the assignment have
been addressed and explained thoroughly. A deep understanding is assessed through
student responses in both oral and written communication during discussions or student
work. Questions throughout the lesson allow students to engage in a discussion about
the content and allow me to scaffold students with specific guiding questions. Selfreflection will be used as part of my exit tickets so as to allow my students to understand
their own comprehension of the content. This will allow the students to see what they
actually know and what areas they are struggling with in terms of comprehension. This
will allow each student to take ownership of their learning as well as a greater
responsibility over their academic progress.
Formative Assessments:
1. Exit Slip: At the end of a lesson the students are asked to complete an exit slip.
This provides a baseline of what information was retained from the lesson as well
student reflection. Students are asked to answer the questions without the use of
notes. Differentiation can be incorporated by to allowing the students to answer
one or all questions, use notes, or extended time. (Lesson 2 of 12 LT1B: I can
recognize that motion energy is defined as kinetic energy and relates to the
mass and grows with the square of its speed (MS-PS3-1))
2. Twitter Board: Students summarize what was learned in a lesson using 140
characters. (Lesson 3 of 12 LT1D: I can recognize the how potential energy
correlates to objects relative position. (MS-PS3-2))
3. Think-Pair-Share-Justify: This formal assessment allows the teacher to gather
information about the level of understanding each student is undertaking. Activity
starts with a question and students will be given a few minutes to think about the
question. Students are pair with a partner to share their thoughts and each
partner is asked to justify or provide evidence for their claim. Lastly the group will
share the response with the whole class along with their though process.
(Lesson 1 of 12 LT1A: I can construct a graph with data that describes the
relationships of kinetic energy to the mass of an object and to the speed of
an object (MS-PS3-1))

4. Graphic organizer: provide a visual representation of student learning. Students

complete the template with their thoughts and understandings about the lesson.
(Lesson 10 of 12 LT1C: I can develop a model describing the potential
energy stored within a system as it changes positions. (MS-PS3-2))
5. 3-2-1: quick strategy to gain information about all the students in your class and
the level of understanding they have about the current lesson. Ask students to
write down three things they have learned about the topic, make two personal
connections to the lesson, and one area that is unclear. (Lesson 9 of 12 LT1F: I
can plan an investigation that explores the relationships among the energy
transferred, the type of matter, the mass, and the change in the average
kinetic energy of particles by measuring the temperature of the sample.
(MS-PS3-4))