-One question I had for the modules is how does a teacher know which assessment is appropriate to be used in certain situations. And do these assessments change for students that have special disabilities, and are there accomodiations?
-A summative assessment is usually an assessment of learning over time and what one develops throughout different units. A formal type of a summative assessment would be a test. After a few weeks of learning material a student should be gaining and developing new material from what the teacher is teaching in class. Therefore when a summative assessment is given a student should perfrom well if the teacher did a good job teaching the information, and the student fully understands what was being taught.
-A formative assessment occurs during the learning process, so techers can see if they are teaching the material properly and that students are understanding the information before the end of the unit. If a student is having problems understanding the information then teachers can make adjustments so that they can understand it. An example for formal formative assessment is homework. Homework is completed by students and then are turned into the teacher. Then the teacher gives feedback and can tell if students are understanding what is being taught. An example of informal formative assessment is classwork. This is an example because the feedback and process can be completed in a short amount of time during a class period. Then a teacher can quickly make adjustments to their lesson or class time to help the students understand it better.
I think you bring up a good point about having different grading procedures for students who may have a disability. While I can see how it might not be fair to grade students differently based on their abilities, I also don't think it would be fair to grade everyone the same if they do not have the same abilities. Would it be fair to grade people based on what you expected them to do? For example, if a student is gradually improving on their writing abilities, and they write a paper that exceeds your expectations for that student, should their grade reflect that (even if their paper is not as good as other papers in the class)? I guess I don't really have a response to your question; rather, I have an additional question along the same subject. What do you do if you have a student with a disability (maybe they have a learning disability, or perhaps they don't speak English well), should you set different expectations for them in the classroom? Or should you treat all students equally, no matter ability or disability?
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