With every lesson it is of the utmost importance that assessments are fully integrated into instruction, through extensive use of formative assessment. In the lesson above my fifth-grade class and I (with my cooperating teacher, well because we wanted to play) completed an escape room dealing with 2 digit multiplication problems. I began the lesson with a pre-assessment that matches the post assessment so that I could gain valuable, accurate data. Questions and assessments are used regularly to diagnose evidence of learning by individual students. I was sure to explain that it was not for a grade I just wanted them to do their best. I chose the assessment I created because they were not only working on their multiplication but they were also preparing for State Testing. After they took the multiplication assessment, multiplying two-digit numbers by one-digit numbers (they had three minutes) I collected the papers. 

         Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria happened during the formative assessment student involvement came into play. I started by explaining some testing strategies for when then take any test. One strategy that proved to be helpful later was that they did not necessarily have to answer the question in order. They can skip around and do ones they know first and then go back. this way they can then self-assess and monitor their own progress. Now they may not be able to do this during State testing but we did some calming breathing exercises and stretching they could do. We did some problems together on the board and I had other students some up and show us other strategies, differentiating the instruction to address other students misunderstandings, that we could use to solve the problem. Here myself and the other students successfully differentiated instruction to address individual students’ misunderstandings.

           When we began the escape room we divided into groups but we were still solving the escape room as a class, but I wanted each group to attempt to solve the problem on their own first and show me evidence of learning by individual students. A variety of forms of feedback, were given by both myself and their peers, showing specific advances in learning. It was a great lesson and their pre-assessment and summative assessments showed a seventeen percent increase in their scores, many students used the new strategies presented in the lesson.

       The two recording of the mock trial lesson are from one student. The After listening to both you can here that during the formative assessment the student worked hard to complete the task and what was expected of him. During the formative part or the lesson he self-assessed and monitored his own progress. He had some trouble with reading some of the harder words, he successfully differentiated instruction to address his own misunderstandings, by asking me for a highlighted so he could underline the words he struggled with. During the formative part with worked with those words and did an repetition practice of each one several times. Now when you listen to the summative assessment you will here my student fully integrating the instruction from the formative assessments into his reading.