Welcome to #FormativeChat! I am so excited about moderating tonight! Please introduce yourself and, using a GIF, share your response to students when they ask "Is this for a grade?"
Kevin from Formative here and excited to join you all for #formativechat today! Trying my first gif on twitter too (this could get interesting. lol)
https://t.co/2ADeIRMAIt
Hi!!! Kristen from PA. I teach 6th grade science. Guess what!!! I had to retire these bad boys today. Theyâve taken me far... but I got a brand Spankin new pair for Presidentâs Day!! How lucky am I?!! đđ #formativechat
A1: We have to avoid the pitfall of practice being more a jeans & t-shirt environment vs assessment feeling like a suit & tie affair. Let's assess how we practice! I turn revising & editing into an adventure that I call Road Work! #FormativeChat
A1: We have to avoid the pitfall of practice being more a jeans & t-shirt environment vs assessment feeling like a suit & tie affair. Let's assess how we practice! I turn revising & editing into an adventure that I call Road Work! #FormativeChat
A1 - Allow multiple entry points as well as multiple ways of assessing. We differentiate our teaching so our assessing needs to be differentiated as well. #formativechat
A1: Give an authentic assessment where the students are using the skills they practiced in a passion project . Assess the application and synthesis of their skills here. #formativechat
A1 Make it look like the practice. If you need to cover a variety of types make sure the practice does as well. No gotchas. @jcorippo has some gtreat ideas in his @eduprotocols book. #formativechat
A1: I believe itâs the laying the foundation early that formative assessments are exactly that, formative. Itâs important for stud hats to know that mistakes are common and frankly needed in education. Itâs about communicating this to your students! #formativechat
A1: To mirror practice, our assessments can be related to authentic products, ones that Ss will use throughout their lives, rather than just for those related to the course. #formativechat
A1: I am taking a TEACHABLE class called Teaching Every Reader (AMAZING!) and they refer to two type of assessment. Start Assessment - initial gathering/formal and the Embedded - ongoing data gathering to inform instruction. I like that way of looking at it. #formativechat
A1: I'm running an hour intervention with 25 2nd graders. I really don't assess them, but I have become more creative to get running records of their reading by them reading into @Flipgrid. They really enjoy it and will listen to others read as well. #formativechat
Yes. Some Ss will show their understanding with different tasks in different ways. The level of learning is always being added to and transforming with this type of learning for Ss and thinking from the Ts. #formativechat
A1 - Allow multiple entry points as well as multiple ways of assessing. We differentiate our teaching so our assessing needs to be differentiated as well. #formativechat
A1: By not letting the assessment "stop" the learning. Assessing multiple times and being involved in the learning so assessing is a natural occurence for students. This way the word assessment isnt some big monster kids are afraid of. Share your learning. #formativechat
A1: "Practice like you play" has always been my motto. We practice multiple ways to show a grasp on concept, why do we consistently change the game when we assess? Besides, how fair is it to assess in a different way than we teach/learn/practice? #formativechat
A1: From my observations, the more separated the two activities become (via time, terminology, etc), the less engaging the assessment can be. Overlapping practice and assessment to where they blend together often reduces a lot of assessment's shortcomings. #formativechat
Love the no gotchas! I just wrote a blog post about that exact idea the other day. Here's the link if your are interested...https://t.co/828wPNwoXC#formativechat
A1: I share my goals with Ss at the beginning of the year. That way they can observe me taking risks, reflecting, and learning as WE go. They also hold me accountable! #formativechat
A1: make the learning part of the assessment. Instead of selecting A,b,c,d- have conversations. Ask questions. Observe. Create activities and assessments that make thinking visible without having to focus on too many other steps like read dir. or questions. #formativechat
Perhaps our assessment approach can build a âcommunity of practiceâ within our classrooms. A culture of learning that is fueled by effective assessment techniques. #formativechat
A1) Our assessments need to mirror life beyond school. When's the last time you took a fill in the blank test? Or a had a pop quiz at work? Let's create authentic opportunities for students to show what they know in meaningful ways. #formativechat
I also share out loud my self assessment of goals then ask students for their feedback and ask them to provide me with some feedforward for improvement. I allow them to do the same for their learning and abilities on most assessments. #formativechat
A2: We increase engagement when students recognize a purpose for growth. Help students find their WHY. Conference 1:1 to review strengths/weaknesses, set personal goals, and determine what celebrations motivate them! #FormativeChat
A2: Feedback can engage Ss if the feedback is more of a conversation. Use the comment feature on Google Docs, yet require students to respond back with comments or questions or use @flipgrid the same. Ss are more apt to internalize their learning. #formativechat
Hey there! I'm LeeAnn, a Lead Coach in FAME (formative assessment for Michigan Educators) MI has adopted the CCSSO defn of FA as a process.
#formativechat
A1) Our assessments need to mirror life beyond school. When's the last time you took a fill in the blank test? Or a had a pop quiz at work? Let's create authentic opportunities for students to show what they know in meaningful ways. #formativechat
A2: ask more questions than you answer that makes them question whether they are âright.â Ask questions where there are no right answers. #formativechat
A2 Make feedback part of your lesson. Donât allow feedback to be the end but rather a path to growth. Plan to use feedback in class with your students. #formativechat
#formativechat A1: Shannon from Prince George BC here. In secondary ELA we watch how Ss assess & refine (a curricular comp) so I really appreciate teaching Ss that revising/editing is as important as finished product. In Drama,we're always self-assessing using learning scales too
A2- When feedback is flat or spoken at a S instead of created w/a S it loses its power. It is so much better when we have the Ss assist in creating their own feedback. I teach Kinder and I'm always asking my littles how they can improve. #formativechat
A2: I try to have 1:1 conversations with students on their essays. It seems to go better than the written comments. They take notes and they explain their thoughts. It seems to make more of an impression on them. Talking about it helps them process the feedback. #formativechat
Feedback makes them active participants rather than passive observers in the learning process, It makes them stakeholders of the whole learning experience and gives them a sense of participation and voice. #formativechat
A2 It has to be as close to the assessment as possible. Distance changes interest. Feedback should also be constructive and instructive. No, worng, etc... in red ink (writtem or spoken) are not motivators to learn. #formativechat
A2: Feedback that is timely, specific, & puts realistic expectations on quality of work is engaging. An authentic audience giving feedback is very engaging. #formativechat
A2: Feedback is valuable when it is a 2 way conversation. We've used @Flipgrid as well as the comment section in Docs and Slides to speak back & forth. Involve the Ss in the process! #formativechat
A2: By bringing them in the process of what they want to improve on. Yes, give feedback on all aspects but at the end, I tend to ask is there anything I didn't cover that you specifcally need help with. The honesty is amazing. Students WANT to do well. #formativechat
A2 - The best way to ensure our feedback engages our students is to make it specific to each student and to never attach a grade to what you are giving feedback on before the students have the opportunity to read the feedback. #formativechat
A2: To increase engagement, involve Ss in the assessment experience. Give them agency over the timing or the form of assessment. Ask them to show evidence of their mastery of learning objectives/standards. #formativechat
A2: Taken from a management feedback training, but hopefully be helpful here: 1) setting an ongoing tone of acceptance and appreciation with positive confirmations over time yields more acceptance of feedback. 2) pointed feedback with a to-do makes it digestible #formativechat
I'd also add that I think students need to be involved in assessment at design levels. They need to be able to shape the learning environment to their needs + we need to give them the trust + agency to do so. Kids are keen to think meaningfully about these issues. #FormativeChat
A1: Assessments can be engaging if we make them relevant and allow for deep rigorous application. We have to kee in mind that âengagementâ doesnât necessarily mean fun. It means engrossed in the learning process. Authentic assessments can make that happen! #formativechat
Realistic! Couldn't agree more with that. Each student is different and not all students need the same expectations. High expectations, yes but not the same. #formativechat
A2: The feedback must be timely and meaningful. For me that means taking the time to make it personal then allowing them to act on it. Engagement comes from them being able to act on your feedback by allowing them to go back and revise. #formativechat
A2: Give them feedback with games...this helps them immidiately practice this skill. There are millions of educational games for anything in the world... A simple Google search tied in with feedback. My students love games! #formativechat
Assessment related to grades thwarts intrinsic motivation of Ss. Instead, craft assessment experiences that focus on learning rather than rewards or ranking of skills/knowledge. #formativechat
I also use @Flipgrid to provide Ss with feedback. I'm doing this with a group of 2nd graders. They absoluetly love it and really pay attention to what is happening and how to impove. #formativechat
Completely! This one of of the things we saw while researching formative assessment in grad-school; if they leave the classroom, the effectiveness is extremely reduced. #formativechat
A2 #formativechat 1)Don't put a score on it. Instant loss of focus if u do 2)Get Ss to process by rewriting key feedback on sticky 3)Let Ss bring old work into new situations. Recently gave Hum8 demand paragraph but allowed recent par & feedback to be used so old mistakes avoided
A2: itâs moueywng to make sure our students are engaged in the entire learning process. Thatâs why voice and choice are so paramount now education. When you engage a student from the onset itâs only going to get richer. #formativechat
For me they can all see the feedback. My Ss have an email account through the district, yet they don't use it, so sending feedback to individuals doesn't work. I agree that everyone learns from the feedback. They hear what needs to imporve and the what is great. #formativechat
In reply to
@MsHinksClass, @dina_dreistadt, @Flipgrid
Students want useful feedback + will use it to learn + grow, but it's inconsistent across classes, which is a significant equity issue. I also ensure students reflect by asking them to meet with me or to fill out a form before being able to self-report their grade. #FormativeChat
Yes! I've been so frustrated lately with all the rewards, motivators, tickets, trinkets, etc. that have been given to Ss. I NEED Ss to be motivated to learn, to be good people, and to be the best them because they want to, not because they will be given something #formativechat
A2: Feedback needs to be specific and timely. If the feedback relates back to the authentic assessment and seeks to improve something Ss are passionate about, Ss will be more receptive and engage in change to improve their learning/presentation. #formativechat
A3: As Ss work through assessments, I walk around & check their responses at the same time! They answer 3-5 ?s at a time, & I give them immediate feedback. I am up & moving throughout, but they receive instant feedback, I get my steps in, & I go home empty handed. #FormativeChat
A3: Not assessing all the work. Ss need to understand that Ts have lives too. Some of the work is the practice to the final product. Also, Ss can choose exemplar work to grade once they feel they have mastered the concept. #theworknotthegrade#formativechat
A2: have to have one to one convos with them and be specific - should be against the success criteria - get their feedback - always ask 1st "what do you think?" #formativechat
There is so much to learn and figure out. I know I have just touched the tip of what can be done. But we are doing something and getting better all the time. #formativechat
In reply to
@MsHinksClass, @Rdene915, @dina_dreistadt, @Flipgrid
So many ideas in Question 2, involving students more in the design of assessments, making time for 1:1 conversations, or using tools like @Flipgrid to record, #formativechat
A2: we must also give them support on HOW to improve - shouldn't be giving them the FB w/o the strategies and tracking in a timely fashion. #formativechat
A3: Use station rotations where the teacher is in a station giving real-time feedback and assessing students face-to-face. Engage in dialogue to asssess where students are in their learning. #FormativeChat
I use our LMS (PowerSchool) to get feedback to students. It's accessible to students, parents, administrators, special education case mangers + counselors. Students need to review their feedback + reflect in person or on a form in order to self-report a grade. #FormativeChat
In reply to
@StephDill92, @MsHinksClass, @dina_dreistadt, @Flipgrid
Assessing in the moment is key. Building in OTR (opportunities to respond) so you know what ALL students are thinking. Dylan Wiliam says we increase the achievement gap when we allow Ss to answer through raised hands. Mini-white boards, hand signals, etc. #formativechat
A3- My littles are not strong readers yet so verbal feedback while walking and monitoring their progress is the best route. Another tool I've been loving is providing audio feedback on @Seesaw#formativechat
A3: @herrplatt had a great blog he tweeted today that talked about parts of this chat topic! Iâm sharing here: https://t.co/boK8gFKfYh - Ask Yourself - Why Am I Grading This? #formativechat
Agreed! We can spark that intrinsic motivation by giving them agency, by correlating our learning to authentic products, and by providing opportunities for them to demonstrate mastery. No bells or whistles needed! #formativechat
Yes! I've been so frustrated lately with all the rewards, motivators, tickets, trinkets, etc. that have been given to Ss. I NEED Ss to be motivated to learn, to be good people, and to be the best them because they want to, not because they will be given something #formativechat
A3 @flipgrid@goformative@microsoftedu Forms, and the such. Quick, adaptive, sharable, and easy to keep to dialogue about. They help close the feedback loop and give more time for students. #formativechat
A3: Working in Early Years, I am finding that a lot of assessing is verbal conversations and anecdotal notes. I try to assess with a game aspect so students are comfortable with singing alone. Always looking for more assessment strategies. #formativechat
A3 Individual conversations are the best for assessing and giving feedback.
Set kids up with mini projects then sit with each one as they work, keep a pile of post-it notes to leave messages for kids to reflect on.
đBonnie HS science teacher, sorry to be late #formativechat
Using apps like @Seesaw is also a powerful way to provide feedback. Using tech to enhance opportunities to collaborate, coach, set goals, give encouragement is powerful! I can leave a message 24/7. Student and parents have access - great partnerships are built. #formativechat
Margaret Heritage says our goal is to make the evidence we collect about student thinking/learning/progress obsolete as quickly as we can. #formativechat
A3: Portfolios. Give students a chance to show what they know and give them a mentor by partnering up with older students. I like going into Google docs and giving voice feedback inserted in the doc. The mentors help guide kids on feedback and setting growth goals. #formativechat
A3: whatâs worked for me
đImmediate feedback on assessments
đBeing actively engaged with the students in the process
đBe honest and respectful
đBe positive
đHighlight the positives and address areas of concern #formativechat
A2.2 We also need to provide feedback throughout an assessment instead of just at the end. By providing feedback during the process, Ss can use that feedback to engage in meaningful change. Feedback throughout is đ! #FormativeChat
A3: movement during lessons and practice with lots of verbal feedback and notes works best for my 2nd graders. It also allows them to respond in real time both verbally and with adjustments. #formativechat
I saw this with @lesliehendryhol working on literacy and phonics. I was amazed how quick and effortless this type of assessing and feedback was. #formativechat
a3: stations that require ss to sort, diagram, act out, build, match. It takes me less than 30 sec to see ss thinking. Leads to great conversations. #formativechat
Been thinking about grades v. feedback. I can "assign grades" & develop "placement" in my class using MC or open-ended assessment. Kids fall in about the same place either way. How "old" school! Doesn't lead to learning! Growth! The good stuff is worth working for! #formativechat
In @Skyline_WC, we've found that the students we work with in our online writing lab prefer the video feedback @Flipgrid provides more than written feedback because it's more targeted + more personal. We're expanding our video feedback service next trimester. #FormativeChat
In reply to
@LScumpieru, @Flipgrid, @Skyline_WC, @Flipgrid
A3: Am exploring a three-pronged approachâask Ss to assess themselves, build opportunities for peer-to-peer assessment, and then add my own evaluation of the Ss mastery. Assessment then contains multiple audiences, but still a product of a conversation. #formativechat
A3 - I have found using Google Forms to have students reflect on their performance, set goals and self-assess. Then I use Autocrat to merge their responses and add my comments. This begins the conversations and then we go from there. #formativechat
A3b: Also during labs, I walk around and have conversations with them. Amazing what happens when you donât throw predict worksheets at them. #formativechat
Agreed, I look at it like watering a plant. You don't wait till the end of the month to water your plant and expect it to grow. You water it a little everyday and it reaches heights it didn't think it could. #formativechat
A3: I think a big misconception is that everything has to be assessed/evaluated. Why not just do a community circle or question period to discuss the learning?? #formativechat
To me, equating assessment with evaluation is a misconception. I am assessing everything students say and do in relation to the targets to try to understand where they are so I can get them one step closer to the target. #formativechat
Thank you again to @Rdene915 and @snugglebugbooks for making another amazing chat possible. And to everyone else that joined, shared ideas, and just got the energy up: I hope we see you next week! #formativechat
A3: I think a big misconception is that everything has to be assessed/evaluated. Why not just do a community circle or question period to discuss the learning?? #formativechat
Kids love quizizz, kahoot, etc. They're great for engagement&big pic.What those platforms leave me lacking is an understanding of why students are answering the way they are and that makes it harder to adjust instruction. Need to balance w/ conferring. #formativechat
they are two very different things but you don't have to assess or evaluate everything. Assessment is all about closing the gap - that is the purpose. #formativechat
I donât know any platform that will tell you the âwhyâ. Gotta ask! @quizizz analytics will tell everything I need to know about each kiddos every answer! #formativechat
In reply to
@HeyLeeAnn, @quizizz, @Flipgrid, @quizizz
So if we don't assess everything(that is related to the learning target),how do we make decisions about how to adjust instruction,what feedback to give,etc.? To me,assessment just means I am assessing student understanding and making decisions about how to proceed. #formativechat
you have to be wise about what you choose to assess-why this learning at this time for this child?Of course you will give feedback to Ss w/ strategies so they can improve & self-reflect but not everything has to be assessed;it doesn't mean you don't assess at all. #formativechat
and assessments should not be solely paper/pencil..there are many ways to assess Ss using success criteria, look fors, and task requirements (which are not part of the assessment/evaluation cycle). #formativechat
Well, there I agree with you! :-) I think we are coming at this with different definitions of what assessment is. Everytime a student responds to a ?, I am assessing his understanding of the target. Everytime I listen to a student read, I am assessing her fluency. #formativechat
I disagree; I think we have the same idea of assessment, it's just that it doesn't have to be a lot of work - many Ts have this misconception that assessment & evaluation is complicated and time consuming when it doesn't have to be. #formativechat
