✅ Assessment Methods

This lesson uses both formative (during class) and summative (post-session) assessment to evaluate learning.

Formative Assessment (During Class)

Tool / Strategy What It Assesses
Teacher Observation Checklist Use of annotation symbols, quality of peer scaffolding, participation in group talk
Mentimeter Misconception Polls Conceptual change in understanding of ZPD and scaffolding
Padlet Annotation Gallery Ability to make text-based annotations, visible thinking, connections
Exit Ticket / Post-Test Application of ZPD ideas, ability to name think-aloud/annotation strategies

Teacher Observation Checklist

  • ☐ Student uses at least two annotation symbols meaningfully
  • ☐ Student asks a peer a clarifying question
  • ☐ Student explains reasoning using evidence from the text
  • ☐ Student supports a peer without giving the answer away
  • ☐ Group discussion extends beyond literal comprehension

Summative Assessment: Mini-Lesson Design

Task: Design a 10-minute reading mini-lesson segment for secondary learners

Components Required:

  1. A chosen text and rationale
  2. A 2–3 minute think-aloud script modelling 2–3 comprehension strategies
  3. A guided group annotation task with roles and differentiated scaffolds
  4. A brief assessment plan for the mini-lesson

Rubric

Criteria Distinguished (5) Developing (3) Beginning (1)
ZPD Aligned Scaffolding Clear gradual-release; scaffolds are deliberate, temporary, and faded Some scaffolding evident; gradual-release is unclear Support is either absent or one-size-fits-all
Think-Aloud Script Expert reading strategies are made visible and narrated naturally Strategies named but not clearly modelled Script describes teaching rather than modelling
Annotation Task Design Task is collaborative, text-based, and promotes inference Task promotes annotation but limited dialogue Task is individual and surface-level
Differentiation Multiple entry points, roles, and scaffolds included Some differentiation Little attention to learner diversity
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