Reflection: Trust and Respect Absorption, Transmission, and Reflection: Creating Models - Section 2: Formative Assessment: Energy vs. Amplitude


I do not enter a "grade" for formative assessments such as this.  I have found it to be crucial to getting an accurate representation of learning that the student does not feel as if this is a "Gotcha!" moment.  When students ask me, "Is this graded?", I respond by saying, "If you are asking me if I will provide you feedback with where you are at in your learning, the answer is yes.  If you are asking me if I will use this assessment to penalize you for any misunderstandings, the answer is no." I have found that if students trust that you just want to gauge their learning and help them understand the concepts, the honesty of the responses increases.  I often tell the students, "Wherever you are in your learning is where you are supposed to be.  I just want to know where you are on your path so I can help you reach your goal."

  Formative Assessments Based on Trust
  Trust and Respect: Formative Assessments Based on Trust
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Absorption, Transmission, and Reflection: Creating Models

Unit 1: Waves: An Introduction and Exploration of Wave Properties
Lesson 3 of 7

Objective: Students will be able to provide evidence that demonstrates that waves are transmitted, absorbed, and reflected.

Big Idea: By using a "Mystery Box" students create their own models of wave energy!

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Waves, Science, absorption, reflection, transmission
  70 minutes
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