K_MTE513_Assignment_Comparison_Paper.docx Assignment Comparison Paper MTE 513 44026 Assignment Comparison Paper Formative assessments are used to inform teaching instruction. Formative assessments monitor studen
...
K_MTE513_Assignment_Comparison_Paper.docx Assignment Comparison Paper MTE 513 44026 Assignment Comparison Paper Formative assessments are used to inform teaching instruction. Formative assessments monitor students' learning to provide feedback that the teacher uses to improve education in the class and how the teacher delivers guidance. Formative assessments are used to help students identify their strengths and weakness so that the teacher can help the students that are struggling in the lesson (University, 2020). Summative assessments are also used to inform instructors of the progress of their students. Summative assessments are usually given to students at the end of the unit, course, or program. Summative assessments give teachers information on how to adjust our timing, plan rehearsal amount and materials, and plan strategies for the next phase of the unit (Gregory & Kuzmich, 2014). Assessments are used to help teachers identify the needs of all their students through formative and summative assessments. No Child Left Behind (NCLB) was established to support diverse learners to succeed in school. The NCLB Act's goal was to improve the achievement levels of all students and children with disabilities and to do so that such improvement will be demonstrated on state-chosen tests linked to each state's curricular aims (Gregory & Kuzmich, 2014). Performance-based assessments will assess diverse learners' proficiency and academic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
[Show More]
