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Formative Assessment: Uncovering Student Excellence through Adaptive Teaching Methods
This presentation will discuss the benefits of integrating a formative assessment model in the classroom. As Ainsworth and Viegut (2006: 23) suggest, formative assessment helps instructors to "(1) determine what standards students already know and to what degree; (2) decide what minor modifications or major changes in instruction [we] need to make so that all students can succeed [...]; (3) create appropriate lessons and activities [...]; and (4) inform students about their current progress in order to help them set goals for improvement."
The goal of these assessments is to help students understand what is expected of them, chart their individual strengths and weaknesses in completing the given tasks, and then identify for themselves how they can improve. By discussing specific processes and assignments relating to formative assessment, this presentation provides numerous practical strategies to improve student success, instructor confidence and campus-wide accountability and collegiality.
About the Presenter
Sana Sayed has a Master of Arts in English Literature from California State University, Fullerton, and a Bachelor of Arts in English Literature, minor in Comparative Literature, from the University of California, Irvine. She taught in English departments in the Orange and Los Angeles counties of California for more than four years before joining AUS in Fall 2009. Her areas of research interest are Victorian literature, gender and identity, and theories of assessment and accountability in teaching composition. Her teaching interests are composition, rhetoric, and literature. Prior to teaching at the post-secondary level, she worked for the University of California, Irvine Police Department and as a high school English teacher.
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