Welcome to another great week of #formativechat , excited to have my good friend @techyturner guest moderating tonight! looking forward to sharing experiences with innovating assessments #my53s#4oCFPLn
#formativechat Hello, it's Mike from So. Jersey checking in. Nice to see Jersey guy @techyturner running the chat. But if he roots for the Giants or Jets & not the Eagles it would be unfortunate & cause some concern. I'm still willing to participate in today's #formativechat tho
Hi folks. George from Japan. I teach secondary English and blog and vlog at https://t.co/HVCqyGmhNd . Happy to learn with you this morning! #formativechat
#formativechat Let me introduce myself: I'm Rodney Turner AZ transplant to NJ. Looking forward to guest hosting this chat. Tell us about yourself. Q1 coming up!
A1 #formativechat Assmât for me was studying my note to take the tests that were on the retrieval level. When I had AP History and Bio, it didnât work out well for because I had trouble extrapolating and analyzing on my own. I learned material, but I didnât learn to think.
Hey all! Sean Olson from southern NJ checking in. My wife constantly blasts early 2000 hip hop in our car rides (and I am not upset about it). #formativechat
I think a 1 size fits all approach was more common when I was a student. I also didn't get to drive the assessment or criteria as a student.
#formativechat
A1) I loved Science and Math assessments. I appreciated tests that had a right or wrong answer. Couldn't stand English...with all of that writing...never knew if you were right.
#irony#formativechat
A1: As a S, I took a lot of multiple choice. If I tried to question an answer and point to the text, I was stopped. The T answer was final. #formativechat
#formativechat traditional across the board. The only class that probably didn't have a traditional test was band....but concerts kinda handled that. Was never an amazing test taker, had to work hard in all schooling
A1: My experience with assessment has been a mixed bag.
If I "studied" I didn't feel as though I knew enough to pass after it was over.
If I didn't "study", I had no expectation to pass, but I felt I did my best.
Assessments were 80% MC. I'm a good guesser.
#formativechat
A1: Assessments were always tests with the same structure. I knew that if I listened to the discussion in class, I would get the answers right, even if I didn't read... #formativechat
As a student, I learned that "assessment" was something that I prepared for by listening to what answers the teacher wanted me to repeat back on a piece of paper. Accuracy mattered, and so did speed. (Learn by this date.) And I was rewarded for being good at it. #formativechat
A1 Assessment for me when I was a student was a lot of memorized facts. I was always good at memorizing so it often came easily to me once my English improved. #formativechat
A1: Always on paper, mostly multiple choice (unless lang. arts), and unit assessments that covered many topics with little opportunity to show depth of knowledge. #formativechat
A1- I moved 20 times by the time I was 20 so I had lots of "placement tests". I became a good test taker, not necessarily any smarter than my peers. #formativechat
Q1: it was a good representation of what I could easily recall, but not a representation of what I knew vs what I didnât know. Jumping in from Texas. #formativechat
A1 i have a clear memory of endless bubbles to fill in on those scantrons! I also remember a lot of fear going into assessment, fear of the unknown, fear of the unprepared, fear of failure. #formativechat
A1. I went to school in 70s and 80s. I was fortunate to have good experiences with assessment most of it was summative. Worked well for me but not as much for others. Part of reason I try to get better at performing and understanding assessment. #formativechat
The red ink never actually told me if I was right or wrong...just that I didn't understand grammar! I always thought that was sooo odd. I would want to yell..."but what about my answer...how was that?!?"
#formativechat
Yes always felt the pressure of these tests as they were always 'one and done' opportunities. If you didn't do well, then you were told to do better on the next test. #formativechat
Towards the end of my high school career I took more AP classes which helped. But if I hadn't done a ton of writing on my own I would have been in serious trouble in college! #formativechat
@techyturner#formativechat. It didn't change in college. I just had to teach myself. If I learned how to track my own progress and set learning goals four years prior, I couldn't have been much better off.
Yes always felt the pressure of these tests as they were always 'one and done' opportunities. If you didn't do well, then you were told to do better on the next test. #formativechat
I went to school in the 70s and 80s. Interesting in that when other students were empowered to grade assignments their assessments in a class they were often harsher than the teacher/instructor. #formativechat
Totally agree! That's why I try to give very few multiple choice tests in English. It's all reading and then writing about what you've read! #formativechat
This reminds me of the scantron tests we had throughout high school. They still use them at my alma mater! I eventually became very good at them. I look back and recall 250 question long midterm scantron tests. Oy vey. #formativechat
A1: I remember taking standardized tests twice a year, spelling tests, and sending our âpenmanshipâ to the Peterson Company for them to assess, and send back the âbestâ samplesâtimes have changed like never before! đ #formativechat
Hi! Tisha Tech Integration Specialist in Medford, OR! On road home after weekend in PDX so spotty cell coverage, but had to pop in and say hi! I know my friend, @techyturner will rock the chat tonight! #formativechat
Yes! I remember the 5 paragraph essay! This was the formulaic way of writing. I thought this was required of "good writing" until I got to college. #formativechat
#formativechat@sew1080 the purpose of those scantrons was to rank and sort. That's still a bulk of what is done. It requires no formative feedback...just get the grade in.
A1: 70s & 80s read text book, take notes, answer closed ended questions based on text get grade and repeat. Memorization and regurgitation of information #FormativeChat
Here is Q2:
What are some of the biggest, positive changes you've seen in assessment since then? How have you made them a part of your classroom? Have you added your own twists?
#formativechat
A1: Graded papers & tests were a big part of my experience in high school 30 years ago. Mostly summative. Labs in chemistry and physics were formative and based on application, a form of self-assessment. #formativechat
A1 (con): I don't remember getting a lot of feedback. I don't think this was the fault of my teachers though. The evolution of Tech and pedagogy had allowed for so much by the time I became a teacher.
#formativechat
A2: The major difference since then for me is the invention of the internet and all that that entails...paper/pencil tests are more rare then digital testing, and Ts are using a variety of (what then were unconventional) assessments to gauge mastery! #formativechat
A2: The best thing when I started teaching is for me was to let Ss challenge the test and find multiple ways to take and answer the test. I didnât want to control their thinking to one answer. #formativechat
Here is Q2:
What are some of the biggest, positive changes you've seen in assessment since then? How have you made them a part of your classroom? Have you added your own twists?
#formativechat
A2 Assessments that break down the learning process into mile posts instead of 1 big assessment, my goal is to have some type of assessment, formative, observation, or other measuring tool daily #formativechat
A2 #formativechat One of the things Iâm most proud of is mastering the understanding of how to get students to track their own progress and set goals for learning rather than grades. This is something Iâve devoted the last decade doing and crafting.
Here is Q2:
What are some of the biggest, positive changes you've seen in assessment since then? How have you made them a part of your classroom? Have you added your own twists?
#formativechat
#formativechat agreed 100% thankfully had maybe one of those kinds of situations throughout college.....undergrad double major, M.S., 15 more undergrad credits, and now a second Masters degree (ed. this time).
In reply to
@Rdene915, @MikeDOstilio, @techyturner
Here is Q2:
What are some of the biggest, positive changes you've seen in assessment since then? How have you made them a part of your classroom? Have you added your own twists?
#formativechat
A2- Even since I began teaching I've seen such an amazing push to use assessments to inform instruction, not just to check a box. Assessment shouldn't be the END, it should bEND your instruction! #formativechat
Here is Q2:
What are some of the biggest, positive changes you've seen in assessment since then? How have you made them a part of your classroom? Have you added your own twists?
#formativechat
This year I have totally changed to grading only on mastery of the concept, my next step is giving students more choice as to how they how mastery! Itâs a been a journey so far, canât wait to see where it continues to take me! #formativechat
A2 So many different ways to assess that don't involve a test or paper, more options and being open to Ss ideas for assessments, or creating their own assessments #formativechat
Q2a: I've seen more performance questions, more focus on vocabulary terms and then application scenarios. Also seen the standardized assessments demystified so teachers and students can truly prepare for them.
#formativechat
A2: The biggest positive change in assessment since I was a S has been the realization & implementation of assessments that are NOT traditional tests/quizzes/essays. Ts are broadening the definition of how Ss can show what they know. #formativechat
Crazy! We had two variations. Full sized sheet and half sheet for shorter assessments. Can't believe they still use these with Google FOrms available now.#formativechat
A2 Some of the positive changes in assessment include more formative assessments along the way instead of one huge summative. Many assessments now are performance based, (video responses, show by doing, etc.). A good combo of all types works best with my Els. #formativechat
A2: I also love how formative assessment is seen as practice and not anything final. Itâs a progression of learning and not a final score. #formativechat
A2-We still have mandated traditional tests...however the program I am in is PBL based so we are able to assess on multiple learning outcomes so that helps a lot. #formativechat
A2: No multiple choice tests. Lots of writing. Most of the writing I do not grade. I give lots of verbal feedback in the form of conferences as much as possible! I prefer a nice chat rather than written feedback that Ss won't read. #formativechat
I strongly disliked the 5 paragraph essay. I always pushed back on it.
If I can tell you what you needed in 4 paragraphs that should be fine.
#formativechat
Q2. One of the biggest positive changes I have made is finding meaning in assessments and using the results to truly guide my instruction.#formativechat
Q2b: I added more opportunities to learn the vocabulary and focus on the application of the terms. I also took practice assessment questions and rewrote them retaining the basic concept and used them as checkpoints, exit tickets, and Bellwork. Very informative.
#formativechat
A2: Differentiated assessments have been wonderful. Allowing the students a menu to choose from allows them to showcase a strength along with the material they are being assessed on. They usually turn in much better products. #formativechat
Yes, my favorite thing to do at the beginning of a unit is to give the Ss the final essay question so that they can prepare for it as we read and discuss. #formativechat
Q2a: I've seen more performance questions, more focus on vocabulary terms and then application scenarios. Also seen the standardized assessments demystified so teachers and students can truly prepare for them.
#formativechat
When I ask Ss to engage with Phenomena and then use words and pictures to develop an initial model . Thatâs when I get to see what students are thinking #formativechat
#formativechat A2: significant focus on formative assessment, luckily had decent experiences learning. Have used alternatives to tests as summative assessments.
A2a: Seeing kids self-assess is a powerful move forward! Ss now are connected to their own strengths and challenges and how to meet them best to produce thier learning and mastery! đ #formativechat
I would be very interesting to learn how a math teacher does this. To me this is the biggest subject hurdle because secondary teachers in math often need to "get through the material." How can I start the convo in math about assessing for learning? #formativechat
A2. There is a ton more creativity and dynamism in showing learning today. I love using tools like @Flipgrid and @AdobeSpark for assessment. Technology has changed how we can assess. #formativechat
Here is Q2:
What are some of the biggest, positive changes you've seen in assessment since then? How have you made them a part of your classroom? Have you added your own twists?
#formativechat
A2: My biggest acceptance as a teacher about assessment was 1) I don't have to grade everything 2) Of course they can have a re-do...#masteryrules#formativechat
I love the idea of the mile posts. I want to give my students the best opritunity to show me what they have learned! Not drag them through a huge exam. #formativechat
A2 - More research and understanding of how students learn & student learning styles. Tech has been a game changing making it easier for more voice & choice & #formativeassessment Always looking for ways to see where Ss are at with content and build relationship. #FormativeChat
Here is Q2:
What are some of the biggest, positive changes you've seen in assessment since then? How have you made them a part of your classroom? Have you added your own twists?
#formativechat
Hey #formativechat! It was quick, but I loved the convo tonight. I look forward to looking back at the ideas you shared. Need to head out to get ready for tomorrow!
Yes! I love this too! When we let Ss choose we begin to eliminate some of the things that can confound our results things like their comfort level, understanding of the test modality (not content), etc. #formativechat
As a student, I loved pop quizzes. Why? because I loved the challenge of not knowing and it probably didn't hurt my grade.
And because if the question was worded funny, I could reason my way into getting partial credit with many teachers.
#formativechat
In reply to
@MrSeanOlson, @Rdene915, @DavidJLockett
Interesting. What do you think prompted this change in education - the transition from having one big goal to breaking down the learning process? #formativechat
A2: Also no 0's for late work. Re-dos are fine. I'm interested in what the Ss can do not punishing their behavior because something is late. Shout out to the great and powerful @rickwormeli2 for helping me see the light on this. #formativechat
A2: I am using more and more tech mostly because of how quickly feedback can be provided and data assessed. Pre-made tech assessments also allow my HS math students to use their skills when information is provided in different ways. #formativechat
Educators realized that the better way to learn & or assess is thru building blocks We are learning how students think more and more with time #formativechat
Question 2- I think the trend toward getting students involved in the assessment process is a positive development. Giving them ownership in the learning experience I think is a positive trend I've seen and experienced. #formativechat
A2: formative assessments, chunking information, differentiation of content, student choice in showing mastery such as choice boards, @flipgrid more student centered. Most important feedback cycle and opportunities to show growth! #formativechat
A2: Love the variety of options for assessment, digital and non-digital, as well as becoming more common for Ss to demo learning in a variety of ways. #formativechat
Interesting convo..Have had the same..We question the class/credit system...Can we design more of a badge system? Badges connected to concepts/skills, not Alg1, Alg2...Couls earn badges at a different place, not a semester, school year, etc #FormativeChat
#formativechat I do 10% per day up to 50% off, so the max they can earn if turned in that late is half credit. Fair to those who did their work and still earn credit for homework, b/c why assign it if no credit?
A2: In the elementary grades weâve increased our rigor on assessments with higher DOK questioning, but have reduced the number of questions. My last math test was only 10 questions- yet took the Ss about 45 min to complete due to explaining their math! #formativechat
Here is Q2:
What are some of the biggest, positive changes you've seen in assessment since then? How have you made them a part of your classroom? Have you added your own twists?
#formativechat
A2: Tech tools that allow Ss to create representations of their thinking (esp math). From cameras for individual pix to apps that date/time stamp images to create a digital portfolio for each student. Can be used for ongoing feedback. #formativechat
Here is Q2:
What are some of the biggest, positive changes you've seen in assessment since then? How have you made them a part of your classroom? Have you added your own twists?
#formativechat
I love that we know more about the brain. The more we understand about teaching and learning the better we can support our learners! As research tech improves I can't wait to see what other changes ed makes! #formativechat
I dont know about you all, but I can surely say that I taught much differently (Out of the classroom now) than I learned, thank goodness! đ #formativechat
Project based learning is one way. I have been starting with mastery level problems. We attempt it, use each others strengths, fill personal gaps in understanding, and then eventually prove if we've accomplished our goal. #formativechat
Here is Q3:
What are some of the biggest areas we (as educators) can continue to improve/explore more when assessing students? What are steps we can take?
#formativechat
A2. May not be a positive change in assessment but a big positive trend I see is getting away from averages. As a student, 1 or 2 bad tests could make it seem like I didnât get most of the class content. #formativechat
Agree and in order to get to this level, they can't be afraid to fail and that our feedback isn't a mark but a desire to improve. Great point @JohnCzuba1#formativechat
Question 2- I think the trend toward getting students involved in the assessment process is a positive development. Giving them ownership in the learning experience I think is a positive trend I've seen and experienced. #formativechat
3/5th I embed in my plans It could be a exit slip, or small task during class The other 2/5th are more impromptu and on the go type of observations I learn a lot about what my students think by simply listening to them #formativechat
A3: Educators can improve on formative assessments by getting the Ss involved in making questions, reviews, and rubrics that fit their learning styles and help them understand how to do it in the future on their own. #formativechat
Agreed! Started my sophs tracking growth and progress this year on their vocabulary (start small then grow is my plan). They created spreadsheets and record daily accuracies from @quizizz when we practice M-Th and then they record the quiz on Friday to see growth. #formativechat
We love seeing all these different types of assessments that align with student interests and allow students to demonstrate their thinking in a way that makes sense to them. #formativechat
that is the benefit is giving them more choices and knowing we can find something to enhance learning and definitely provide faster feedback #formativechat
AMEN, AMEN, and AMEN!
That is happening in many classrooms, now to get ALL teacher education courses and district PD sessions to embrace it as well.
#formativechat
A3 Educators can plan the assessment before lessons, not to teach to the test, but to ensure the rigor of the lessons matches the rigor of the assessment. #formativechat
A3: thinking more deeply about planning out what the âlook forâ during an observation so that we can truly inform future Instruction #formativechat
Q3 I still struggle with placement tests at the beginning of the year. The data is so important but can be counterproductive to a positive start to the school year #formativechat
Q3a: I believe in giving students more focused practice on vocabulary/concepts with relevant applications. Also providing more opportunities to master before the mandated EOY assessments.
The formative assessments should inform future instruction.
#formativechat
A2- Even since I began teaching I've seen such an amazing push to use assessments to inform instruction, not just to check a box. Assessment shouldn't be the END, it should bEND your instruction! #formativechat
Here is Q2:
What are some of the biggest, positive changes you've seen in assessment since then? How have you made them a part of your classroom? Have you added your own twists?
#formativechat
I never really feared them either but the thought of using it as a punishment gives it an unnecessary negative connotation. They were used to hurt your grade if you didn't do well. I guess that is how you learned to stop misbehaving, even if you weren't the one?? #formativechat
In reply to
@techyturner, @Rdene915, @DavidJLockett
A3: Using frequent, relevant, formative assessments & the data they provide to meet the needs of the Ss in front of us as they grow toward mastery-facilitating a #growthmindset#formativechat
A3 Make sure we are reflecting on the assessments we used, connecting with PLN to share ideas and also involving Ss in the discussion and getting feedback from them #formativechat
Q3b:
I love this article by Saga Briggs | 20 Simple Assessment Strategies You Can Use Every Day @teachthoughthttps://t.co/4LEae7Dngw
With practice and constant reflection on the events, we can get better and students will rise to the challenges we give them.
#formativechat
A3- More authentic assessments...it is hard to do all the time but the difference between traditional assessments and let's say the one my kids did this week about redesigning the library and presented to the Super....so much more buy in and learning took place. #FormativeChat
Yes, and Ts can build those assessments while giving a formative assessment such as a:
* Quizizz
* Kahoot
* GoFormative
* Flipgrid
* Edji
#formativechat
A3 Educators can plan the assessment before lessons, not to teach to the test, but to ensure the rigor of the lessons matches the rigor of the assessment. #formativechat
Question 3- We as educators need to be proactive and recognize that the one constant is change- so keeping up with platforms such as social media is vital to connecting with students and staying engaged and proactive in education. #formativechat
Here is Q3:
What are some of the biggest areas we (as educators) can continue to improve/explore more when assessing students? What are steps we can take?
#formativechat
Q3c:
One more thing, Check out https://t.co/tqon24D0Ip
So many ideas and ways to assess students.
Start easy for you and then expand as you gain confidence in your new found powers.
#formativechat
A3: Transparency with students and parents around our assessment practices. Moderated marking with colleagues to ensure there is a common understanding of achievement levels within a team/building. #formativechat
A3: Best ways to give feedback that is timely and specific to Ss within the short amount of time we have. This is the magic that needs to take precedence over our traditional assessments. #formativechat
A3 An area that still needs work in assessment is differentiation. If we truly want access and opportunity for all then the assessment can't be one size fits all. #formativechat
A3- I can always improve on seeing the Ss thought process versus their answers. I teach littles and it is sometimes tricky for them to explain their thinking but that is where I need to live- in their thought processes! #formativechat
Here is Q3:
What are some of the biggest areas we (as educators) can continue to improve/explore more when assessing students? What are steps we can take?
#formativechat
A3 Educators can plan the assessment before lessons, not to teach to the test, but to ensure the rigor of the lessons matches the rigor of the assessment. #formativechat
A2: Great books like Embedded Formative Assessment by Dylan Wiliam (one L) have so many tips &strategies to involve Ss in the assessment process - to support their learning & the learning of their classmates. Excellent advice for Ts to give actionable feedback #formativechat
Here is Q2:
What are some of the biggest, positive changes you've seen in assessment since then? How have you made them a part of your classroom? Have you added your own twists?
#formativechat
A3: I think we can still work on WHEN students are assessed. Does it have to be every student at the same time, whether or not there is mastery? #formativechat
A3. Unpack skills that will set our kids up for career and college readiness, build a solid proficiency scale and design an assessment around that scale. Really look at the content and determine what test format best suits the goal and helps Ss show what they know #formativechat
I know you folks are deep into your excellent #formativechat.
Iâll be hosting tonightâs #ksedchat at 8pm central time, and the topic is educator values.
It seems you have some solid values, that could enrich our discussion. Please consider stopping by to contribute.
I think the word "fair" here is really important. I have gotten second chances a lot in life so I'm less concerned with fairness perhaps than others. #formativechat
@JohnCZuba1#formativechat This is totally true. This is why we're so behind in assessment pedagogy as a country because the last 10 years of education has changed more than the previous 50.
Question 3- We as educators need to be proactive and recognize that the one constant is change- so keeping up with platforms such as social media is vital to connecting with students and staying engaged and proactive in education. #formativechat
A3: I want to encourage students to utilize their personal strengths in high school math. We preach there are multiple ways to solve problems but too often assess them on a specific way of finding the solution. #formativechat
A2-I feel like in our district since we use blended learning students have a lot of formative check ins with their teacher. This helps with personalizing the instruction for each student to help them understand the material.
#formativechat
Agreed...and the assessment can be based on what we think is important for students to ultimately walk away with (not every single thing or an arbitrary number of different things) #formativechat
A3 Having Ss track and manage their assessment data...it would be cool to see an entire campus where Ss discuss and analyze their data...bet they would come up with some pretty good solutions #formativechat
I see what you mean Sean. It almost makes learning a "gotcha" versus something we do collaboratively between the teacher and learner. When done as a punishment with no feedback attached for future learning what does that communicate to our Ss? #formativechat
In reply to
@MrSeanOlson, @techyturner, @Rdene915, @DavidJLockett
A3 We need to explore choice! We have so many tools available and sometimes the students are the only ones who know about them! I really want to experiment with them deciding how to show their learning! Let them take ownership! #formativechat
Here is Q3:
What are some of the biggest areas we (as educators) can continue to improve/explore more when assessing students? What are steps we can take?
#formativechat
Right! I usually have freshmen take placement tests on literary terms & parts of speech. I feel like it leaves them feeling defeated instead of understanding which terms they need to work on more. I've been thinking of throwing the placement tests out the window. #formativechat
A3: Take care of the little things (relationships, expectations, feedback) & the big things (assessments, grades, LEARNING) will take care of themselves. "[ The "little" things should be considered the "BIG" things] #FormativeChat
A2: Formative assessments â student products â are published (white board meetings/Google Classroom) and referenced throughout the module. Highlight to students that developing understanding hinges on these products ... #formativechat
A3: how Ss can demonstrate what they know. This allows them so many options. This worked well with Passion projects, but Iâd like to see it other areas. #formativechat
A3: We can improve our formative assessment practices by stopping all new instruction and re-teaching if there is a lack of understanding. We can small chunk our instruction. And we can give lots of timely feedback in the form of conferences with Ss each day. #formativechat
Wow! The time flew by!
I'm not even caught up on all the tweets I wanted to comment on.
Keep reading and comment as you like to build out the conversation.
#formativechat
A3-Keep evolving assessment as a part of the learning journey & allow for multiple ways and attempts at understand content. Champion #growthmindsets and celebrate mistakes. Ts need to realize that just because they learned well in one way means all Ss should too. #FormativeChat
Here is Q3:
What are some of the biggest areas we (as educators) can continue to improve/explore more when assessing students? What are steps we can take?
#formativechat
Yes! I feel the same way! Since I teach littles all of ours are one on one but that means I am inaccessible to the rest of the class for chunks of time. Makes it hard to build a community. #formativechat
In college, we were always in study groups and talking through our learning. I had to adapt to that type of thinking. Ss shouldn't have to adapt. We should be helping them feel empowered with their learning. #formativechat
#formativechat A3: alternative assessments are a big area to explore. Using tech like @goformative and others to check for understanding before asking the Ss to show their learning via summative assessment
A3: Using frequent, relevant, formative assessments & the data they provide to meet the needs of the Ss in front of us as they grow toward mastery-facilitating a #growthmindset#formativechat
A3. I saw an amazing idea from someone in my PLN ( I wish I could remember their name- đ) but they said they end each test with this, âtell me everything you know about this concept that wasnât asked on the testâ. Tried it and loved it. Lots of rich data #formativechat
I also suggest that educators take the time to learn 1 or 2 new methods of assessment and try them. Reflect on what worked and what didn't. After mastery of those, then move on learn more methods.
#formativechat
I do that, but for all students tests and I tell them that I am handing it to everyone that way. I write scores on the bottom corner and am very discrete, even though some Ss shout out their grades, I tried! #formativechat
In reply to
@MrOverstreet101, @techyturner, @tishrich
Agree! If meta-cognition was focused on early and often then Ss could take more ownership of their learning. It is a difficult adjustment for my 9th graders to explain what they were thinking when answering word problems. #formativechat
A3: differentiation is an area we need to focus on, assessing and changing, If everyone gets all right or all wrong we need to change it up based on data. Integrating tech for data too @Flipgrid@Quizizz@GetKahoot@goformative@quizlet are all good tools #formativechat
As we wrap up #formativechat, we'd love to give a shout-out to our guest host, @techyturner ! We appreciate him taking the lead tonight! Awesome job, Rodney!
By the time they get to Kinder they are already afraid of "why" or "tell me more" type questions. They are so used to having a "right" answer that they don't see the beauty in exploration, creativity, the whole messiness of learning #formativechat
Thanks, Mrs. Rochon! We agree! As tech allows for more possibilities, it's important to invest time in figuring out how you can use it most effectlvely! #formativechat#SAMR
In reply to
@Mrs_Rochon, @Flipgrid, @quizizz, @GetKahoot, @quizlet
All year we work on knowing HOW you know something. Being able to explain that process to others. Honestly these skills start in infancy with narrative talk done by caregivers. This is why #ECE is so important! (check out work by @NAEYC and @heckmanequation#formativechat
In reply to
@MrSeanOlson, @NAEYC, @heckmanequation
Couldn't agree more. Real world skills and applications. Have to be able to find solutions, collaborate, grow from setbacks, and communicate effectively! #formativechat
A1: In K-12 it was mostly summative in nature. Same for my undergrad. Saw a bit of shift as I worked through my master's work, but other than my own exploration it was still mostly summarive in nature. #formativechat
Great question! You could apply it to formatives on a smaller scale, "Tell me something you know about this topic that wasn't assessed here?" #formativechat
A3. I saw an amazing idea from someone in my PLN ( I wish I could remember their name- đ) but they said they end each test with this, âtell me everything you know about this concept that wasnât asked on the testâ. Tried it and loved it. Lots of rich data #formativechat
A1: As a S growing up I feel we did an activity then did an assessment. We never checked along the way for understanding. It was all done at the end. #formativechat
A2: I have tried to add in more formative assessment. I also allow students to use the web on the majority of our formative quizzes. I do my best to write questions that can't be just answered with a Google search. #formativechat
Here is Q2:
What are some of the biggest, positive changes you've seen in assessment since then? How have you made them a part of your classroom? Have you added your own twists?
#formativechat
A2: I feel that assessments have become more purposeful. We give a pre to see where we start from. We do a CFA to see how we are going. We do a post to show growth. #formativechat
A3: I think one of the biggest areas is to make sure our assessments serve a purpose. We donât just give a S an assessment for a grade, we give the assessment to set goals and grown from there. #formativechat
A3: Too much of one thing makes Jack a dull boy. I think we need to look at both a variety of assessment strategies and assessment tools to engage sudents in the learning process. Good PD should model formative stragies. #formativechat
Here is Q3:
What are some of the biggest areas we (as educators) can continue to improve/explore more when assessing students? What are steps we can take?
#formativechat
