Formative Assessment Analysis, Teaching Strategies, and Big Ideas

This assignment presents an analysis of formative assessment results from a sample TPAS chart, revealing inconsistent student performance. The analysis highlights the need for the instructor to adapt teaching strategies, including the creation of a learning progression to develop students' cognitive skills through effective classroom discussions, activities, and tasks. The assignment emphasizes the importance of understanding curricular aims, identifying necessary skills and materials, and engaging students actively in the learning process. The student identifies three "big ideas" from the task: good learning extends beyond grades, simplifying content doesn't mean watering it down, and intentional learning experiences are crucial. References from educational research are used to support the findings.

PART I
Charting Results

PART II
What do the results show about next steps?
The results from the analysis performed shows inconsistent results containing varied
results amongst the students. John, George, Paul, Ringo, Reba and Shanaya scores 100%,
75%, 98%, 98%, 95% and 98% respectively, this results contain slight difference amongst the
groups convoluted. The results command suggests that the instructor should move on to
continue instructing, however other components should be incorporated into it.
Considering the appropriate next steps that should be taken, creation of a learning
progression to serve as the formative-assessment tool which ensures that the students are
subject to powerful cognitive skills that they should master by undertaking the following
actions;
 Determination of the learning units with proper arrangement and
Engineering effective classroom discussions, activities, and learning tasks; this the
most fundament way to develop a powerful cognitive skills since it requires the
instructors to gauge the content they are conveying to the students and to ensure that
they are to be chronological order that suites easier understanding for the students
(Shepard, 2019). As this will develop the gaining of insights that will make
classroom assessments more instruction ally oriented such as explaining complex
ideas are using very clear and precise examples will definitely streamline the grading
practices that do reflective the actual student achievement.
 Acquiring an exhaustive understanding of the curricular aim; just like in
building world, before any major construction starts, the engineers do have an excellent idea
of what exactly they are building which is normally presented in architectural arts and
pictures. The same notion should be brought to class work and educational auras where the
learners and their teachers are expected to know what they are supposed to learn, how they
are going to get examined (Niedwiecki, 2012). Following the curricular guide is the best way
to achieve the curricular aim.
 Identifying all the requisite skills and material to enable the learning process;
Continuing with the ample comparison with the building world, to build a classy building, it
is necessary to have the essential building skills and the materials. In learning, the skills
should contain abilities of learners to perform given tasks while the materials should include

gadgets that the learners are going to use (Black & Wiliam, 2018). Clear comprehension of
any given idea is generated when students actively engage themselves in the learning process
via clearly structured inquiries
Part III
What is my understanding of ‘big ideas’?
Essentially speaking, ‘big ideas’ are generative concepts that aid learners like me to
develop a full comprehension of the different issue that happen in our day to day lives and
how these issues occur in the manner in which they occur and also why they are most likely
to happen again.
What 3 ‘big ideas’ did I take away from this task?
Big idea 1: Good learning is more than just good grades
Theoretically speaking, theoretical evidence obtained from several published research
papers tend to generate consistent data that in a normal setting, should create a strong basis
for individual points of view and choices on what to do and the procedure in which to teach
students who are either disabled or not disabled. From a teacher’s point of view, the
comparative impact that researches have on such beliefs and decisions are inconsequential
compared to the power of deep-rooted social beliefs. In most cases, teachers entertain several
myths that often stem from common deep rooted beliefs. There several myths include but
while undertaking this task one myth came out clearly and it is that good grades
automatically translate to good learning and vice versa (Bates, 2018).
Big idea 2: Making any content learner friendly doesn’t necessarily
mean watering it down
In most cases, when complex ideas are explained using very clear and precise
language no matter how sophisticated the language may be, it becomes more easier to
comprehend the concepts compared to when the aforementioned ideas are put across in a
shoddy, rambling-like, poorly hypothesized, indistinct language (Shaughnessy, 2019)
Big idea 3: Significant intentional learning experiences
Clear comprehension of any given idea is generated when students actively engage
themselves in the learning process via clearly structured inquiries (Chalmers and Nason,
2017). Furthermore, use of graphic illustrations such as the one that was used in the first part

of this task tends to arrange vital information into meaningful comprehendible forms. I took
an in-depth look at literature revolving around this concept and I discovered that graphic tools
are considered to be very vital content learning tools.
List of reference
Bates, R. (2018). Teacher Meaning Making of the AP US History Curriculum Framework: A
Self-Study in Big Ideas.
Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in
Education: Principles, Policy & Practice, 25(6), 551-575.
Chalmers, C., & Nason, R. (2017). Implementing “big ideas” to advance the teaching and
learning of science, technology, engineering, and mathematics (STEM). International
Journal of Science and Mathematics Education, 15(1), 25-43.
Niedwiecki, A. (2012). Teaching for lifelong learning: Improving the metacognitive skills of
law students through more effective formative assessment techniques. Cap. UL
Rev., 40, 149.
Shaughnessy, J. M. (2019). Recommendations about the Big Ideas in Statistics Education: A
Retrospective from Curriculum and Research. Cuadernos de Investigación y
Formación en Educación Matemática, (18), 44-58.
Shepard, L. A. (2019). Classroom assessment to support teaching and learning. The ANNALS
of the American Academy of Political and Social Science, 683(1), 183-200.