Name: Ingrid Saenz Date: May 22, 2026
TFE 800.63
Field Based Experiences: Assessing Learning
Effective educators understand how to collect, analyze, and use assessment data to plan
instruction that meets student needs. This field-based experience (FBE) course draws on
previous courses such as TCR 405 Questioning Strategies and Feedback, TCR 406 Formal
Assessment, and TTL 409 Using Data to Inform Instruction.
As you spend time observing teachers and students in these five classrooms, watch for both
formative and summative assessment strategies. Pay close attention to the techniques the
teacher uses to gauge understanding and what they do with this information. Does the teacher
reteach a portion of the lesson, pause independent work to clarify a concept, or pull a small
group aside to give extra time for mastery? In your reflection, refer to previous coursework to
connect what you saw in the classroom with how assessment is used to guide instruction.
Reflection Questions:
1. In video 1 where you observed the classrooms of Ms. Christensen and Ms. Dunlap, what
type(s) of formative assessment did you see in the classes observed? How was it
administered and used to impact future instruction?
In video 1, both Ms. Christensen and Ms. Dunlap used formative
assessments to monitor student understanding throughout the lesson and
adjust instruction based on student needs.
Ms. Christensen used questioning strategies and ongoing checks for
understanding during instruction. She asked students to respond to questions
aloud and explain their thinking, allowing her to quickly determine which
students understood the concept and which students needed additional
support. She also monitored student work as they completed activities
independently or in groups. By observing student responses and
misconceptions in real time, she was able to reteach concepts, provide
clarification, and adjust the pacing of the lesson to ensure students stayed
engaged and understood the material before moving on.
Ms. Dunlap used formative assessments through classroom
discussions, student participation, and observation during guided practice.
Students demonstrated their understanding by answering questions,
participating in activities, and completing practice tasks. Ms. Dunlap used the
information gathered from these assessments to provide immediate feedback
and differentiate instruction for students who needed extra assistance or
enrichment. Her use of formative assessment helped guide future instruction
, by identifying areas where students needed more practice and allowing her
to plan follow-up lessons that addressed learning gaps.
Both teachers demonstrated that formative assessment is an ongoing
process used to gather information about student learning during instruction.
Rather than waiting until the end of a unit, they continuously assessed
student progress and used the results to make instructional decisions that
supported student success.
2. The classrooms of Ms. Lassiter and Ms. Manske in video 2 are very hands-on
environments. How did each of these teachers employ formative assessments in their
classrooms? Provide specific examples of each.
In video 2, both Ms. Lassiter and Ms. Manske created highly engaging, hands-on
learning environments and used formative assessments throughout the lesson to
monitor student understanding and guide instruction.
Ms. Lassiter used formative assessment by actively circulating around the
classroom while students worked on hands-on activities. She observed students as they
completed tasks, asked probing questions, and checked for understanding through
student explanations and demonstrations. For example, while students were working
collaboratively, she stopped to ask individuals to explain their reasoning or describe the
process they were using. This allowed her to immediately identify misconceptions and
provide corrective feedback or additional guidance. She also used student participation
and discussion as informal assessments to determine whether students were mastering
the objective before moving forward.
Ms. Manske employed formative assessments through interactive activities and
ongoing teacher observation. During hands-on learning tasks, students demonstrated
understanding by applying skills and concepts in real time. Ms. Manske monitored
student progress closely, provided immediate feedback, and adjusted instruction based
on student performance. For example, she checked student work during activities and
asked follow-up questions to assess comprehension and critical thinking. She also
encouraged students to explain their answers and collaborate with peers, which gave
her additional insight into student understanding and learning needs.
Both teachers effectively used formative assessment as a continuous process
embedded within instruction. Their use of observation, questioning, discussion, and
immediate feedback helped ensure students remained engaged while allowing the
teachers to adapt instruction to support student learning.
TFE 800.63
Field Based Experiences: Assessing Learning
Effective educators understand how to collect, analyze, and use assessment data to plan
instruction that meets student needs. This field-based experience (FBE) course draws on
previous courses such as TCR 405 Questioning Strategies and Feedback, TCR 406 Formal
Assessment, and TTL 409 Using Data to Inform Instruction.
As you spend time observing teachers and students in these five classrooms, watch for both
formative and summative assessment strategies. Pay close attention to the techniques the
teacher uses to gauge understanding and what they do with this information. Does the teacher
reteach a portion of the lesson, pause independent work to clarify a concept, or pull a small
group aside to give extra time for mastery? In your reflection, refer to previous coursework to
connect what you saw in the classroom with how assessment is used to guide instruction.
Reflection Questions:
1. In video 1 where you observed the classrooms of Ms. Christensen and Ms. Dunlap, what
type(s) of formative assessment did you see in the classes observed? How was it
administered and used to impact future instruction?
In video 1, both Ms. Christensen and Ms. Dunlap used formative
assessments to monitor student understanding throughout the lesson and
adjust instruction based on student needs.
Ms. Christensen used questioning strategies and ongoing checks for
understanding during instruction. She asked students to respond to questions
aloud and explain their thinking, allowing her to quickly determine which
students understood the concept and which students needed additional
support. She also monitored student work as they completed activities
independently or in groups. By observing student responses and
misconceptions in real time, she was able to reteach concepts, provide
clarification, and adjust the pacing of the lesson to ensure students stayed
engaged and understood the material before moving on.
Ms. Dunlap used formative assessments through classroom
discussions, student participation, and observation during guided practice.
Students demonstrated their understanding by answering questions,
participating in activities, and completing practice tasks. Ms. Dunlap used the
information gathered from these assessments to provide immediate feedback
and differentiate instruction for students who needed extra assistance or
enrichment. Her use of formative assessment helped guide future instruction
, by identifying areas where students needed more practice and allowing her
to plan follow-up lessons that addressed learning gaps.
Both teachers demonstrated that formative assessment is an ongoing
process used to gather information about student learning during instruction.
Rather than waiting until the end of a unit, they continuously assessed
student progress and used the results to make instructional decisions that
supported student success.
2. The classrooms of Ms. Lassiter and Ms. Manske in video 2 are very hands-on
environments. How did each of these teachers employ formative assessments in their
classrooms? Provide specific examples of each.
In video 2, both Ms. Lassiter and Ms. Manske created highly engaging, hands-on
learning environments and used formative assessments throughout the lesson to
monitor student understanding and guide instruction.
Ms. Lassiter used formative assessment by actively circulating around the
classroom while students worked on hands-on activities. She observed students as they
completed tasks, asked probing questions, and checked for understanding through
student explanations and demonstrations. For example, while students were working
collaboratively, she stopped to ask individuals to explain their reasoning or describe the
process they were using. This allowed her to immediately identify misconceptions and
provide corrective feedback or additional guidance. She also used student participation
and discussion as informal assessments to determine whether students were mastering
the objective before moving forward.
Ms. Manske employed formative assessments through interactive activities and
ongoing teacher observation. During hands-on learning tasks, students demonstrated
understanding by applying skills and concepts in real time. Ms. Manske monitored
student progress closely, provided immediate feedback, and adjusted instruction based
on student performance. For example, she checked student work during activities and
asked follow-up questions to assess comprehension and critical thinking. She also
encouraged students to explain their answers and collaborate with peers, which gave
her additional insight into student understanding and learning needs.
Both teachers effectively used formative assessment as a continuous process
embedded within instruction. Their use of observation, questioning, discussion, and
immediate feedback helped ensure students remained engaged while allowing the
teachers to adapt instruction to support student learning.
