Forms of Assessment - Post 2

The goal for this lesson is that I would like the students to be able to look at a letter and tell me what sound it makes. The learning theory that would most fit with this lesson would be Social Cognitive Theory. This is because for the students to know what sound each letter makes, they have to hear what it sounds like first. This would mean I would model pointing to the letter and saying what sound it makes so the students can observe and imitate my behavior. This type of lesson would take a while for the kids to learn and be able to remember all of them. So, I would conduct informal summative performance assessments through out the unit. This would help me to determine which students are at what point in their learning on this subject. At the end of the unit I would conduct a formal summative performance assessment to assess what the child has learned and if (s)he can look at a letter and tell me what sound it makes. I believe the informal summative performance assessments are such because they would just be conducted within the classroom at a random time almost every day. This would help the students learn what they need to work on because they would get immediate feedback. The assessment is performance because I do not think the students can show me they know what sound a letter makes with out actually verbalizing the sound. The other assessment is the formal summative performance assessment. This assessment would be the same as the informal summative performance assessments except for the fact that this would be the final assessment telling me what they have learned. This assessment would also have a score. If they can say all the sounds they get a 4, if they can say two thirds of the sounds they get a 3, if they can say half the sounds they get a 2, and if they can say one third of the sounds they get a 1. Even though this would be considered an "end of the unit" assessment, this subject would still be brought up through out the year.