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Summative Assessment 1

This document is a formative assessment form used to provide feedback to student teachers during their practicum. It includes sections to evaluate the student teacher's planning and preparation as well as their instructional skills. The form is to be completed regularly during the practicum by the teacher associate, with a focus on 3-5 of the most relevant strengths and areas for growth. The completed form is for the student teacher's records and is not submitted to the field experience office.

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191 views

Summative Assessment 1

This document is a formative assessment form used to provide feedback to student teachers during their practicum. It includes sections to evaluate the student teacher's planning and preparation as well as their instructional skills. The form is to be completed regularly during the practicum by the teacher associate, with a focus on 3-5 of the most relevant strengths and areas for growth. The completed form is for the student teacher's records and is not submitted to the field experience office.

Uploaded by

api-268594782
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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University ot

Lethbridge

Faculty of Education
PROFESSIONAL SEMESTER ONE FORMATIVE ASSESSMENT FORM

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lnstructions:

. The purpose of this form is to provide the student teacher with specific feedback during the PSI Practicum (ED 3500). .
. The ieacher associate should complete this form at regular intervals during the practicum (e.9., every week or every other week).
. The student teacher retains the completed form for his/her records; it is not submitted to the Field Experience Offtce.
. To document the student teache/s growth over the practicum, place a checkmark, or week 7, week 2, etc., in the appropriate
place in the checkbox. Please also provide some written comments on Stlengths/Professional Leaming Achieved and
SuggestionslAreas for Growth on page 4 of the form.
. ltli not necessary to place a checkmark next to each outcome every time the form is completed-teacher associates may wish
to concentrate on the 3-5 most relevant and siqniftcant strengths and areas for growth, depending on the situation.
THE STWENT TEACHER:

1. PLANNING AND PREPARATION (KSAs #1,3,6, 9, 13)


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1.

Demonstrates knowledge and skills in the subject matter of the lesson'


lncorporates a variety of appropriate resources, and instructional and assessment
strategies into lesson planning.

Translates leaming outcomes from the Alberta Program of Studies into relevant and
appropriate leaming objectives for the lessons being taught.

4.
5.
6.
7.

Takes into account students' prior leaming, leaming needs, interests, and backgrounds.

8.

lntegrates information and communications technology into instruction where


appropriate.

9.

Obtains and organizes equipment and materials for instruction.

2.

Organizes content into appropriate components and sequences for instruction.


Plans relevant content and activities sufficient for the time allotted.
Prepares lesson plans for all lessons taught, using a well-defined structure which
includes learning objective(s), an introduction and closure, detailed procedures and
instructions, key questions, teaching strategies and student activities, and assessment of
lesson objectives.

INSTRUCTION KSAs #4
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2.
3.

Uses clear, fluent, and grammatically conect spoken and written language.
Uses vocabulary appropriate to students' age, background and interests.
Modulates his/her voice for audibility and expression.
Establishes set reviews prior leaming, identifies lesson objective(s) and expectations,
uses motivating attention4etters, provides an overview, and relates the lesson to
previous leaming as appropriate.

May 25, 2006-Formative Assessment

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