1. Formative Assessment Template
Informational Text:
Reading Informational (RI) Standard:
Jason Duesler
ELM-
210
10-30-
17
Mr.
Cochran
DOK Level
Three Questions from DOK Level
Possible Student Responses/Misunderstandings
Rationale of Why Question Meets DOK Level
Level 1: Recall
1. What can students learn from formative assessment?
Through formative assessment students can learn on how to
improve their learning ability
It uses facts for students to recall what they learn from the
articles.
2. what role do instructors play in formative assessment
Teachers has a big role in making sure students improve their
learning skills
It uses facts for students to recall what they learn from the
articles.
3. can you identify the characteristics of formative assessment

2. Characteristics of formative assessment are dialogue and
varying in deferent discipline
Focus on basic initial comprehension
Level 2: Skill/Concept
1. Describe the effect of formative assessment
Formative assessment is very important as it helped students to
be able to improve their studies
The response involves initial comprehension and subsequent
processing
2.summarize the major events in formative assessments
Formative assessment helps in monitoring how the students in
progressing in their learning and help the teachers improve their
teaching skills to be able to improve the students learning
abilities
It include the summary of events
3. explain the meaning of the word formative assessment
Formative assessments can be defined as informal or formal
assessments that are done by teachers to improve the students’
attainment during learning and also to modify the teachers
learning process
Includes definition of unfamiliar words

3. Level 3: Strategic Thinking
1.how do formative assessments vary
Vary within disciplines although at times the methods used in
formative assessment can be similar, the use of formative
feedback vary between different disciplines. Students have the
ability to activate and practice self reflective strategies in the
formative feedback loop therefore they have to be given an
opportunity in every classroom to be able to develop the skills.
Although methods may be similar across disciplines, the precise
use of formative feedback will naturally vary between
disciplines (Black & William, 2014)
Supports ideas with details
2.Importance of dialogue in formative assessment
The instructor uses dialogue with students to create an
opportunity for a feedback loop which help student to be able to
shape and improve their performance in learning. This includes
the stage where students’ improvement and progress is able to
shape the instruction and formative feedback becomes formative
assessment benefiting and improving students’ ability to
learning.
Supporting the ideas and thinking.
3. what is the purpose of the author
The authors’ purpose is to make one understand the importance
of formative assessment and how it affects a students learning

4. and skills.
It describes the authors purpose
Level 4: Extended Thinking
1.benefits of formative assessment
Formative assessment benefits both the teacher and the students
this is because the teacher benefits in a way that they may be
able to see the progress of the student learning and impact more
skills to them. On the other hand the student benefits because
they may be able to know their strengths and weakness and
improve on them.
Analyze and synthesize information
2. how is formative assessment sustainable
It should be sustainable because students should make it their
normal routine and not an add on. Formative assessment should
be a regular thing to students and as part of their ongoing
activities on their classes.
Includes complex thinking.
3. what themes can be learnt in formative assessment
Commitment is one of the themes that can be leant from
formative assessment because students are required to be
committed regularly and be sustainable in order for them to
improve their learning skills
Describe and illustrate how common themes are found across
texts

5. Formative Assessments
Formative assessments can be defined as informal or formal
assessments that are done by teachers to improve students’
attainment during learning and also to modify the teachers
learning process. Formative assessment has a lot of benefit for
the student as it helps in monitoring how students are
progressing in their learning; and helps the teachers to improve
on their teaching skills to be able to improve the students
learning abilities. Formative assessment helps students with
being able to identify their weaknesses and strengths for them
to work of their target areas and improve their performance.
Formative assessment has several characteristics and here are
some of them;
Dialogue formative assessment includes the use of dialogue
which helps the students to be able to measure and improve
their goals expectations. The instructor uses dialogue with
students to create an opportunity for a feedback loop which help
student to be able to shape and improve their performance in
learning. This includes the stage where students’ improvement
and progress is able to shape the instruction and formative
feedback becomes formative assessment benefiting and
improving students’ ability to learning.
Vary within disciplines although at times the methods used in
formative assessment can be similar the use of formative
feedback varies between different disciplines. Students have the
ability to activate and practice self-reflective strategies in the

6. formative feedback loop; therefore, they have to be given an
opportunity in every classroom to be able to develop the skills.
Formative assessments are a great way to know how well you
are teaching and how much the children are understanding the
material.
Reference
Black, P. & William, D. (2014). The Formative Purpose:
Assessment Must First Promote Learning.Yearbook of the
National Society for the Study of Education, 103 (2), 20-50.
Evans, D. J., Zeun, P., & Stanier, R. A. (2014). Motivating
student learning using a formative assessment journey. Journal
of anatomy, 224(3), 296-303.
© 2016. Grand Canyon University. All Rights Reserved.
SAMPLE POST
Poytner brings up great points about the changes technology is
bringing to the world. Having 90% of the population own a
smart phone is one fact that really stood out to me. I feel as the
time is going on the age of when someone gets a smart phone is

7. getting younger and younger. There are kids who know more
about functions on a smart phone than people in the work force
that should be using their phones and all of its capabilities.
I did not need a smart phone in high school five years ago when
all of my friends were just getting them, but in college I could
not have stayed informed around campus very well. We had
group messages of when practices were cancelled, emails sent to
our phones when classes were cancelled, weather warnings, and
maps to get around a new town right at my fingertips.
Watches worn to track workouts are something everyone on the
team wears to send accurate times for runs to our coach. It
helped while worming to have reminders to stand every hour.
My internship also gave prizes if its employees would walk a
certain amount of steps to promote a healthier lifestyle. Those
types of wearables are promoting healthier lifestyles.
Businesses are now able to see what is being searched online to
know what peoples' interests are. "The customer research
professionals of tomorrow will elevate their role by providing
strategic insight to companies"� (Poytner 2015). They are also
able to stay connected at work as well as after. I have not
personally stayed working after hours with needing to check
work emails, but I have had family members who work full days
at work and are still on their phones working, taking calls, and
checking emails long after they are home. Technology will keep
improving and changing and the world will continue to use and
adapt to the technology it will be interesting to see what it
becomes by 2025.
Poynter, R. (2015, April 15). Envisioning 2025: Five
technology changes that will reshape customer behavior and
what they mean for customer intelligence. Vision Critical.
Retrieved from https://www.visioncritical.com/envisioning-
2025/
GCU College of Education

8. LESSON PLAN TEMPLATE
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
I. Planning
Lesson summary and focus:
Classroom and student factors:
National / State Learning Standards:
Specific learning target(s) / objectives:
Teaching notes:
Agenda:
Formative assessment:
Academic Language:
Key vocabulary:
Function:
Form:
D Instructional Materials, Equipment and Technology:

9. Grouping:
II. Instruction
A. Opening
Prior knowledge connection:
Anticipatory set:
B. Learning and Teaching Activities (Teaching and Guided
Practice):
I Do
Students Do
Differentiation
Your “I Do” instructional procedures should include:
The teaching strategy you will use to teach each step that
includes modeling and formative assessment;
transition statements you will make throughout your lesson and
essential questions you will ask; and academic language of
vocabulary, function, and form.
Script detailed, step-by-step instructions on how you will
implement the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
Your “Students Do” procedures should describe exactly what
students will do during the lesson that corresponds to each step
of the “I Do.”
Please use a corresponding numbered list.
Describe methods of differentiation, including accommodation
or differentiation strategies for academically, behaviorally and
motivationally challenged students.
Please use a corresponding numbered list.

10. Also include extension activities: What will students who finish
early do?
III. ASSESSMENT
Summative Assessment:
Include details of any summative assessment as applicable and
attach a copy with an answer key. Explain how the summative
assessment measures the learning target(s)/objectives. If you do
not include a summative assessment, identify how you will
measure students’ mastery of the learning target(s)/objectives.
Differentiation:
Describe methods of differentiation for your summative
assessment, including accommodation or differentiation
strategies for academically, behaviorally and motivationally
challenged students.
Closure:
Explain how students will share what they have learned in the
lesson. Identify questions that you can ask students to begin the
closure conversation. Identify how students will confirm
transfer of the learning target(s)/ objectives to application
outside the classroom.
Homework:
Clearly identify any homework tasks as appropriate. Elaborate
whether the homework is drill- or skill-practice-based and
explain how the homework assignment supports the learning
targets / objectives. Attach any copies of homework.
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