Formative Assessments Task 2.docx KAT2 Formative Assessments Assessment for Student Learning KAT2 Task 2 Western Governors University A formative assessment was given to a group of thirty students within an 8th grad
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Formative Assessments Task 2.docx KAT2 Formative Assessments Assessment for Student Learning KAT2 Task 2 Western Governors University A formative assessment was given to a group of thirty students within an 8th grade Science classroom. The class is comprised of sixteen male students and fourteen female students from various races and ethnicities. Included in this class are:  Seventeen on level students (57%)  Six students functioning at one grade level below grade level (20%)  Four students who perform one grade level above grade level (13%)  Three students who are two grade levels above grade level (10%)  Two English Language Learners (one Mandarin, one Spanish)  Eight students meeting the criteria for free or reduced lunches  Three students with Individualized Education Plans (one with a disability is Math, one in Language, and one with Aspergers Syndrome Furthermore, the instructional setting was within the media center, in order for the students to have access to computers for a portion of the lesson. After evaluating and interpreting the assessment, along with the data from the formative assessment, I found that the assessment was not an appropriate measure for the lesson provided. The lesson indicated that the lesson would address the following standards: “Science as an Inquiry†and “History and Nature of Science.†The assessment contained six questions requiring the students to identify which scientist was responsible for a scientific ev. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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