#TMchat Archive
Current and relevant education discussions are held every Tuesday in #TMchat. A weekly guest moderator, considered an expert on the the week's topic, joins @conniehamilton to guide the one hour chat and actively engage with participants. Founder and moderator @conniehamilton supplies her responses to the week's questions visually in Thinking Maps.
Tuesday February 9, 2016
I'm Connie Hamilton. Starr Sackstein and I are your moderators tonight. Let the introductions begin. https://t.co/YMikS0XbC9
I'm so excited to join tonight. Thanks for letting me share with each of you. Hoping to learn together
James joining from a chilly South FL tonight. Working w/ tomorrow!
Good evening and I am Terry, 2nd gr T
Hi Terry. Welcome back to .
I am Mary. I teach 2nd in VA
I'm Starr from NY. HS English teacher, instructional coach and author of Hacking Assessment
Tim Christensen, Superintendent Greene County Schools, Iowa looking forward to the chat tonight
Our format will include 7 questions. Use A1 to respond to Q1 & remember to include hashtag in all tweets. https://t.co/jSbi5pCZdv
Good morning James. Glad you could join us on
Matt Stolz, Curriculum/Instruction Director, MI
Thanks for being here tonight, Mary.
Good evening Terry. Glad you could join us on
Always enjoy your input, Tim. Anxious to hear your thoughts in tonight.
Barb from MN in FL tonight ready for
Hi Tim. So glad you could join us on
Welcome Matt. Great to see you here tonight
Evening everyone!
Chris Lee from Toronto! Bracing for for the upcoming -31 celsius weekend!
looking forward to assessment is a great topic!
Hi Chris. So great to have you on
Hey will you join us on tonight to talk Hacking Assessment?
Yes! LOL I didn't even realize it :) long day
YIKES! That's cold. -23.8 Fahrenheit. https://t.co/qvuUVkSs2T
Evening everyone!
Chris Lee from Toronto! Bracing for for the upcoming -31 celsius weekend!
Think there are two.great chats for me to participate in simultaneously - amd
Q1: What are some concerns we have with the current assessment system?
Can you handle both? https://t.co/BsFWdsu47R
Think there are two.great chats for me to participate in simultaneously - amd
A1 Alignment is a concern. Are we assessing what we are teaching?
A1: Too many assessments, to often & overlapping data points gathered from each (from a Parent POV).
Welcome Stephan. Glad you could join us
A1: Assessments lack authenticity.
This is a huge challenge... Are we? How do we know?
too many assessments for my 2nd graders
A1: The current system doesn't adequately communicate learning for many reasons.
Jim Smith Minneapolis, Assessment and Data
A1: with so many assessments, we sometimes forget to reflect and understand what the data is saying, and where we could go
yes and they often don't say very much about what kids know and can do https://t.co/WN63BkjYTx
A1: Too many assessments, to often & overlapping data points gathered from each (from a Parent POV).
Indeed they do! Kids have no part in what is being assessed We need to change that
A1: Why are we using grades to "motivate" students? How's that working for your struggling learners? https://t.co/sPqj1eOwn9
A1 our system is old and not meeting rhe needs of our students futures
A1: Lack of alignment between standards, curriculum, district assessment, state assessment, and SAT/ACT.
yes, that is too early to be testing at all... the fact that we only think of assessment as tests is troublesome too
A1: Format is usually too tricky. It is differentiated. The weight given to it.
Yes, we need to make time for these more important formative experiences https://t.co/XlhQ0SmAGn
A1: with so many assessments, we sometimes forget to reflect and understand what the data is saying, and where we could go
A1 Current traditional practice sets up a system of winners and losers. We have to find ways so all can learn.
Glad to see you with tonight Starr at .
Liz from CA. Sorry It was almost 90 here today. Everybody's getting sick.
A1: it promotes a fixed mindset and "point gathering" Doesn't tell us what a student is able to do
A1: assessment as we know it cannot measure deep learning in process; surface learning will be validated and overvalued.
Unfortunately many teachers and systems are using grades to motivate or penalize
A1: I often see assessments called formative...yet instruction never changes.
Isn't that the truth! https://t.co/QlVDCh1PXi
A1 our system is old and not meeting rhe needs of our students futures
thanks, will try to stay as long as possible.
Hi, Connie. Carol ELA Consultant from Long Island at tonight.
You made it to ! Glad to see you here.
all of our systems aren't aligned either. Was having a conversation with an admissions officer today... ugh https://t.co/qoski64Srj
A1: Lack of alignment between standards, curriculum, district assessment, state assessment, and SAT/ACT.
we can adjust the formats and the idea of what assessment looks like. It could be a project or something creative
Point gathering is very wrong with the system. Absolutely kills me https://t.co/bB4nJAnR7b
A1: it promotes a fixed mindset and "point gathering" Doesn't tell us what a student is able to do
Agree! Need time to collaboratively reflect or we just keep doing the the same thing and expect diff. results.
Assessments are not diagnostic enough. It gives us little to empower or focus our teaching. It needs to be useful.
So glad you could join us, Carol
Can I have my cake and eat it?
What's the point in that? https://t.co/QGbKWXLi64
A1: I often see assessments called formative...yet instruction never changes.
Vickie joining a bit late form Ontario Canada A1: Limitations of how assessment may limit learning or lack authenticity.
A1: The current system does not allow for coming discourse or thinking. It is cut and dry which is not how we learn today.
Michele Hill from NJ
ready to explore hacking grades!
I think Einstein had a word for that.
Agree. If there were not assessments we HAVE to give. We create one and now we have yet another assessment. https://t.co/xb4kGiJ3lC
we can adjust the formats and the idea of what assessment looks like. It could be a project or something creative
Reading your new book is on my list in the very near future! also appreciate how you share via
so true and it also expects there to be only one right answer https://t.co/BFqRiLWPmz
A1: The current system does not allow for coming discourse or thinking. It is cut and dry which is not how we learn today.
Redesigning/adapting models while maintaining rigor. https://t.co/ERalcZ61lq
Q1: What are some concerns we have with the current assessment system?
Welcome Vickie. Glad you could join us
The purpose of assessing students daily is to inform your current instruction. A1 Reflection is needed.
Q2: If you could change one thing with the current assessment structure in your space, what would it be?
Assessment should be used to "assess" thinking and learning not score for or against someone.
performance based even observation based. As long as the assessment has visible targets.
Hi Michele. So glad you could join us :)
Also struggle with how assessments does focus so many on teaching the format of a test, and not actually teaching.
The assessment system doesn't allow for discourse or thinking? Tell me more.
ys and that means we must adjust as needed... or else what is the point? https://t.co/J7TCnOXODD
The purpose of assessing students daily is to inform your current instruction. A1 Reflection is needed.
our latest assessments are supposed to mirror 3rd grade SOLs. We need to get them ready! UGH!!
A1: concerns are that assessment doesn't tell the whole story about the S and sometimes data isn't useful
Sorry joining late. Jonathan from ontario
A2: Would love to hear thoughts from on ideas for changing assessments
rigor is a loaded word too... need to be very intentional and transparent https://t.co/E9Dz23BrWg
Redesigning/adapting models while maintaining rigor. https://t.co/ERalcZ61lq
Q1: What are some concerns we have with the current assessment system?
Yes. Maybe with long weekend coming I will finally purchase wish OCT library had a copy.
A2: Design assessments to be authentic, performance based experiences that hit high lvl blooms and provide feedback to adjust.
yes. This is how we truly capture learning! portfolio learning
YAY! More Canadian representation!
1 structure that has to go is test prep-not helpful in creating thinkers and owners of learning A2
I'm glad you could join us
A2 Change I would make would be to ensure the assessment is authentic.
learning should be a great experience.. kids need to be engaged in the assessment and have choice https://t.co/tyhc5rwRQ5
A2: Would love to hear thoughts from on ideas for changing assessments
A2 students need more time to reflect. Would also love to due away with report card grades
A2: Teacher input in assessment must increase to increase use of data for instruction
yes... performance based and on-going https://t.co/d1JF39rPG9
A2: Design assessments to be authentic, performance based experiences that hit high lvl blooms and provide feedback to adjust.
A2: I enjoy allowing the students to know the target and mold the assessment piece before learning takes place.
Glad you're here, Jonathan.
A2: I would change way we report learning for students. More emphasis on formative &benchmark assessments. https://t.co/yAveyQgz2X
This has been an huge issue for us too in Toronto. The Ss can't relate and then get bogged down = not true assess.
Grades let students off the hook. Once received, they are done, no improvements, no stretching!
we need to stop "test-prepping"! hate it
Tell me more about "teacher input in assessment..."
A2: Would love to change the format of our current report cards. More qualitative focus.
A2: more student input in the process from start to the final reflection
You have students develop the assessment?
I'm glad you enjoy the periscopes.. then you see the crazy learning happening in my classes!
A2: Embrace student ownership of learning and more formative opportunities, both huge effect size with Hattie's research.
Could be done quite easily but requires the right mindset to allow it. We have many structures that don't allow it.
Good evening everyone! Nardi here! Fourth-grade teacher from chilly Florida. Stopping in for a little while.
A2: It would look like instruction, differentiated, appropriate and diagnostic.
The learning is authentic that's what I like most! Hard to catch them all.
Data rich but meaningless data gives illusion of formative assessment. For asmnt to be formative there must be action
Exactly. Grades end learning and also lie about what is happening! Nothing to do with mastery usually
If wewant 2acquaint Ss w format,make task engaging-provide sound reasoning but don'tdwellon it. Preparing vs skill/drill
A2: Would love to see more emphasis on the qualitative: learning skills, resilience, "emotional intelligence"
A2: Grades. I hate them and I think they distort the way we communicate learning
That should be a mantra in every building - Stop test prepping! A2
Yes, it all has its place. But should not be all we teach. We must teach them how to take a test. https://t.co/stj1Cn0RaH
If wewant 2acquaint Ss w format,make task engaging-provide sound reasoning but don'tdwellon it. Preparing vs skill/drill
Along with my guidance but especially on formative pieces. It is amazing to watch it all fold out.
that's why I love Katch.me, captures them all there. My kids go back!
Agree! They really don't tell you very much as a parent.
A1 Not using data to adjust instruction
Test prep has a ridiculously low effect size on student performance. No more test prep!
Looks like I can handle and . Topics intertwine. . Too bad I can't stay https://t.co/hqGymDIsOD
A1 PBL can be a great alternate to objective assessments/ mandates and allow Ss to show learning growth with portfolios
Why we need our students to grade themselves and understand how to get the grade https://t.co/qIDE1gfvkU
A2: Grades. I hate them and I think they distort the way we communicate learning
And them push them beyond their own expectations for themselves.
Teacher created assessments; teachers need time and strategies to do this https://t.co/jHKGoa0tik
Tell me more about "teacher input in assessment..."
Hello -- Dennis -- Middle School Principal -- Long Island, NY. Tough to pass up learning from during a
Help Ss get test ready- Good sound teaching makes Ss ready to be critical thinkers on daily basis. A2
yes, this needs to be built in https://t.co/XGesvFoAJH
A2: Would love to see more emphasis on the qualitative: learning skills, resilience, "emotional intelligence"
A2 (part 2): Report card system is not reflective of the real world or what happens durning jobs or adulthood.
Finally caught up w/ Tuesday . Michelle, 4th grade, OR..sorry for late entry!
A2 Assessment should drive instruction. Plain and simple. We need to stop giving "grades" that don't match our actual instruction.
In general, would be great to see a shift to teacher created, higher-order assessments.
Q3: Giving up grading is one way. What is a plausible solution?
You know I'm all about self-assessment
and action plans because assessment is to adjust teaching & allow for deeper learning
The grades tell me nothing. The conversation, observing and development of learning tells me everything
I like Marzano's proficiency scale and the DO leveled questions for analysis
A3: Giving up grading is not a real possibility now
Hey Dennis. Great to see you on
A3: Standards based grading. Give Ss information on what they have mastered and what they need to still work on.
We often forget that observation and projects fall under the assessment umbrella!
A2 Agree with those who says Grades. I hate them. It's just a number. I'm more interested in students learning.
Teach Ss to be self-assessors
It's all about feedback about learning - not assigning a letter.
Great suggestion! Never thought of that.
we need to and reflective
The proficiency scales from allow students access to how to progress. https://t.co/RzLblVumBJ
I like Marzano's proficiency scale and the DO leveled questions for analysis
I can't forget... that is how most assessment happens in my class
A3: Giving up grading is one thing but the development of understanding by patterns and students has to be achieved as well.
student need to drive instruction and the assessments should be experiences https://t.co/YDruPde2wv
A2 Assessment should drive instruction. Plain and simple. We need to stop giving "grades" that don't match our actual instruction.
Key that assessment be school wide approach not fair to Ss if the plan changes year to year all Ts must be on the same page
Yes reflective learners is critical
Nice to see you, Michelle. Glad you could join us
don't get me started on report cards... that's what started my journey. They are so bad https://t.co/PuIKh3SJ9e
A2 (part 2): Report card system is not reflective of the real world or what happens durning jobs or adulthood.
A3: Love the idea of portfolios, showing learning and growth. Document standards.
Pretty cut and dry. https://t.co/VX1EcjaQFA
A3: Standards based grading. Give Ss information on what they have mastered and what they need to still work on.
Standards based is a wonderful avenue when everyone understands the pedagogy behind it.
A3: An ongoing dialogue loop that keeps students in the conversation
real world experiences 2 prepare Ss 2 be crit thinkers,creative problem solvers,collaborative teammates,decision makers
Just went to training on using Wixie/Pixie for assessment. Ss can record their voices and add pictures
A3: Create a bank of "moderated commented" Ss work = gives Ts starting point for effective formative feedback.
A3 Problem based learning - students identifying a problem, researching and presenting a solution.
A3: With all the tech available these days, it's plausible to give feedback on standards.
Sorry for any grammar errors tonight I am tweeting from a ski meet outside in the snow and cold.
100% agree
https://t.co/X6vaR5a1NB
A3: Love the idea of portfolios, showing learning and growth. Document standards.
Sounds like you got the and the authenticity pieces in under 140 characters!
A3: For me giving up grading entirely isn't plausible but Involving Ss in the process is key.
We shouldn't help weed out Ss based on grades for college entrance. Each college has to be more creative in admissions process.
students need to be a part of the feedback too with each other. We can teach them to do this too
Formative and summative should relate to how an assessment is used, not to label the assessment. Its how it is used.
I tell my students “don’t let a number define you, you are so much more!”
We need to shift to portfolios
I feel your pain. Outside for 3 hours to watch your kid ski down the slope in 26 seconds. https://t.co/nGwhCoxcf1
Sorry for any grammar errors tonight I am tweeting from a ski meet outside in the snow and cold.
Getting Students Ready For Portfolio Conferences - Work in Progress - Education Week Teacher https://t.co/baqFHi5zun
So many great chats tonight!
Really like the ongoing narrative idea...how about with the support of digital technology?
A3: giving up grades is possible when we have frequent evidence of learning-projects, discussions, investigations to share w/family
Portfolio conference reflection – helping kids share learning at home | Starr Sackstein, MJE, NBCT https://t.co/RjOzNT6HbC
Portfolios for college credit – A Call to Action and plea to the College Board | Starr Sackstein, MJE, NBCT https://t.co/nXd3JBhag9
Share how that works with younger students.
we start by opening a dialogue and helping them see the power in getting rid of grades
A3: I also am very aware of the language I use and try and keep it learning focused
Q4: Why is it essential to shift the focus away from scores and onto learning?
I have a lot of Ss work available for viewing online. Ps need to get used to accessing.
Feedback based on criteria that kids clearly understand...maybe even helped to co-create.
A Retrospective: Parents React to a Classroom Without a Grades - Starr Sackstein, MJE, NBCT https://t.co/4zoHTsfuL5
Teaching Students and Parents to Understand a Classroom without Grades - Starr Sackstein, MJE, NBCT https://t.co/RVy8m22Sz6
John Hattie's research: Ss being able to accurately self-eval learning has highest effect size
yes, it should all be applicable outside of the classroom
we have had extensive conversation about not defining students with grades but rather driving progress with feedback
A4: Reality is we don't get graded in our adult world but can be promoted/let go on our learning!
Uni and high schools. Who dictates the rules for performance?
yes! it helps and makes it easier. IMO
Can you provide a link to some of this work by Marzano?
A4: Look at the message it gives our Ss. They can actually believe Grades make that hard to believe.
Love the research that backs the thought https://t.co/Firf8KVSKk
John Hattie's research: Ss being able to accurately self-eval learning has highest effect size
A3 giving up grades has been the best. Have students conference with me and reflect on all assignments.
A4: scores are easy to dismiss. Learning is impossible to ignore. Learning = improvement in any task.
A4 authentic learning stays with a student forever. Learning (cramming) to pass a test leaves the brain soon after.
A3: What purpose does assigning grades really do for our Ss? What does a B or C tell our Ss?
agreed. I am all about using reflection in the classroom to adjust how and what we give to kids https://t.co/AemRJD26MD
John Hattie's research: Ss being able to accurately self-eval learning has highest effect size
we need to make sure they know the criteria and standards in a language they learn https://t.co/1bIpDmDxCM
Feedback based on criteria that kids clearly understand...maybe even helped to co-create.
But still have to have grades for report cards Ts have to record assignments in online grade book
that is always a helper. The more we show, the better. We have a class hashtag https://t.co/TErv4wOVTw
I have a lot of Ss work available for viewing online. Ps need to get used to accessing.
Someone just noted John Hattie's research
I also started my Youtube channel to help them understand
But if that were gone... https://t.co/qhXOJEHnxk
But still have to have grades for report cards Ts have to record assignments in online grade book
The 'grade' often seems so detached from actual learning over time.
A4: It's essential for focus to be on focus. If focus is learning then focus should be _____, not grades. https://t.co/4mhIM8omSJ
A4: The score doesn't help me or the student understand what they know, understand, and can do or what they need.
A4 we need to shift the focus to learning instead of grades. Students improve more when they know how to achieve and what to achieve
Tomorrow, Jonathan's guest post is live on my blog. His kids are doing great stuff
A4 Success in the real world is defined by how well we learn and grow. Need to expose students to this in school. Set up for success
A4: It's in the best interest of Ss and learning. It provides more equitable opportunities for all Ss. It focuses on the whole Ss.
A4: Scores go against 21st century L. and growth mindset. Scores make perfection a possibility, rather than .
A score presents an end to learning. That's a tragic notion, whether it's in or out of school.
A4: Scores are often about compliance and points and not enough about mastery
TRUTH! Funny how we always say how does this connect to the "real world", yet it doesn't apply to grades. https://t.co/i0QSyXcAY6
A4: Reality is we don't get graded in our adult world but can be promoted/let go on our learning!
A4: Ss aren't curious anymore. Scores promote figuring out system. Learning involves struggle and innate curiosity.
A4 A child is not a letter. A child is not a number. A child is a learner. When the focus is scores, we forget that.
A3: Learning is what drives education and teachers. I feel the question is why shouldn't we measure it?
Agreed. Students need to experience success and we need to teach them to see it in themselves not just us https://t.co/IuHx2e6kUQ
A4 Success in the real world is defined by how well we learn and grow. Need to expose students to this in school. Set up for success
Measurement means different things to different teachers/students . Is the teacher measuring understanding, compliance etc..
But why? Can't we just show what Ss have mastered and what they still need to master? https://t.co/0Zgh9sLMqw
But still have to have grades for report cards Ts have to record assignments in online grade book
A4 For most Ss success or failure is a trajectory, one thats hard to change. A culture of learning/formative Assess can change that.
Testing: An Unfortunate Roadblock In Student Learning - Work in Progress - Education Week Teacher https://t.co/syc8SUsqKW
YouTube for patents or students? Can you share a link to a post?
Required by my district -
Cough... I feel it coming on myself. https://t.co/EyPBP8DDxt
School is so far from the real world, makes me sick at times.
A3: Put more of an emphasis on capturing/reflecting learning over time via things like electronic portfolios...student-driven.
What's In An "A"? A Grade of Any Other Letter Doesn't Smell As Sweet - Education Week Teacher https://t.co/qKYLx6OgED
Convos with Ss about their learning are far more impactful!! https://t.co/9Tbvzuez6S
A3 giving up grades has been the best. Have students conference with me and reflect on all assignments.
A4: grades and scores stop learning-I know what I know; feedback/forward gives next steps to continued learning
Yes we look at "soft skills" in the real world: decision making, creative problem solving, teamwork, collaboration A4
Don't you have control on how the grade is calculated? Start there.
A4: What does the score mean? Is it the same from class to class? School to school? How many Ts use extra credit? To many variables.
We need to start a conversation with Universities too... the whole system needs an overhaul
you can still have a traditional grade book and measure standards for proficiency
Common assessments are expected across the grade level
I have learned so much more than any test
A great what if to ponder
Those of you stressing about grades, ask yourself: What do you remember fondly about 4th grade? Most likely fieldtrips, relations
it can be scaffolded using google forms or even starting with particular questions.
We have been saying that for at least a decade now
we must allow students to be the owners of their learning. Need to give them control, always
Q5: How can we more effectively use class time to formatively assess and provide feedback?
We are just finishing report cards so they are on my mind
Giving a student verbal or written feedback means so much more than a big A or whatever grade posted on the paper
google forms is a great helper as is the google suite for commenting - use it all of the time
It's all connected if you chat with college Ss. Colleges used to be mini think tanks.
A4: The learning is the work! The learning is the meaningful 'carry forward' into the future!
I am not sure any of us are begging to keep grades. Sadly, expectations in districts/schools have expectations that tie our hands.
A5: Think about type of Q on exit ticket. Consider starting lesson w/entrance ticket based on yesterday. https://t.co/xTbRwFOjwa
I've been working with We figured out a work around. I refused to put a grade on it
meant to say we need Ss to be self-assessors (agree) & more reflective.
it helps to develop a relationship with the vendor to get what you need
A5: Intentionally create assessments that generate valuable info in short chunks. Quickly grade and adjust instruction the next day.
Our report cards are standards based
A5: We can start by conferring with students and using Google Forms to help make that process streamlined
Yes, all of the time. It needs to be embedded in the learning
I like entrance/admit tickets as check your understanding tasks. A5
Yes! This is what is most meaningful https://t.co/TTiy6S0F8Y
A4: The learning is the work! The learning is the meaningful 'carry forward' into the future!
A5: Talk less, include check in throughout lesson, include Ss voice, reflect, create atmosphere for Ss to ask questions/risk take
A5: Build relationships. Work with Ss individually or sm. group.
A5: Systems in place that allow for quick/accurate/relevant FA will help keep maximum instructional time on learning
I teach hs seniors. They come back all of the time!
A5: if you are not monitoring PERIODICALLY during the class period how do you know if your teaching methods are working?
A5: Work hard at honing our observation, listening and documenting skills as teachers.
I do confer with my students as well and I prefer to do so but still can't get away with no grading
yes and it helps them grow so much https://t.co/O0gfQUyrTB
Giving a student verbal or written feedback means so much more than a big A or whatever grade posted on the paper
A5: I use technology to personalize learning via small groups. I can see stats based on tech stations. I focus on small grp & convo
A5 Ss with more say in their learning and how they will show their learning. Provides more opportunity for Ts to give feedback
A5 Formative assessment has to be a built-in component to the learning process. It has such potential to inform teaching & learning.
A5: We often forget that assessment info can be gathered by student observation, quick class checks, or short exit tickets.
Not sure! Would love to lead an upcoming on going beyond the textbook! Thoughts? https://t.co/j4YVNAfruv
Thanks, James.... and we still haven't Tweeted up in over a year. How is that possible?
great questions https://t.co/Nr1RhcceYt
A4: What does the score mean? Is it the same from class to class? School to school? How many Ts use extra credit? To many variables.
Yes - it's amazing how has a lag behind the research about best learning practices https://t.co/uGgpUHAOEi
We need to start a conversation with Universities too... the whole system needs an overhaul
A5: observation and artifacts are already parts of educational process, add some record/formality as evidence
I've seen extensive use of Kaboot and white boards to monitor progress throughout class. Reflection journals are effective too.
The Perils Of Late Work And How To Make It Count - Work in Progress - Education Week Teacher https://t.co/dXygJwKkea
A5 Carefully plan hinge points of instruction and monitor it with formative evaluations, quick to score and respond.
Have I mentioned my HS son got XC for wearing red/white/blue on Veteran's Day in his SS class? https://t.co/2ojIv39fIJ
A5: Kahoot and Qizzizz can be quick checks for understanding.
Four Corners Activity Generates Excellent Debate - Work in Progress - Education Week Teacher https://t.co/iQj1PZookz
Kahoot is very engaging. I also really like and
That's the way we do it too. I use Brightloop Learning App on my phone to take pictures, notes, etc.
YES INDEED. Solid relationships a must
yes, these all help us provide better learning for every child. Give better strategies https://t.co/7HVo3rS84j
A5: We often forget that assessment info can be gathered by student observation, quick class checks, or short exit tickets.
Agreed! An important part of the 'equation'!
A late arrivial from chilly but sunny FL.
Assessment and instruction are linked... If students are engaged in DOING math, we can observe, have conversations, as questions...
Q6: What systems are in place for student empowerment in your space?
. Thanks for allowing me to 'chime in' briefly! Gotta run.
A5cont'd: time for conferring with students can be facilitated by differentiating work and developing independence with Ss
I feel like I do many of the things mentioned - checklists, conferring, etc. Isn't it ok to give some grades on tests??
A5: Tech can become the team-teacher and helps Ss document their learning for peer and T formative assess.
App Sesame Snap
"Train" students to formatively assess themselves and each other.
Multiple measures are a key. The more formative data-points we can access, the more intentional our instruction can be.
I use and have my students record their work for their portfolio. Ss so excited to show me their work.
The difference between teaching the students and teaching material. https://t.co/vmJLEobcLs
A5: if you are not monitoring PERIODICALLY during the class period how do you know if your teaching methods are working?
A6: Know some great schools among many working on this -
A6: Student tracking of mastery on standards. Not just handing them a piece of paper, provide time to do the tracking in class.
Tell us how you've done this successfully, Ross. Examples! https://t.co/m6F2sX9wS9
"Train" students to formatively assess themselves and each other.
Good reminder to incorporate movement and feedback. Could have used that today!
A6: Ss choice, lots of opportunities for discussion, conversations, reflection and opportunities to be in charge and make decisions
Isn't that difficult for the younger kids?
Totally linked and not just teacher assessing but students assessing themselves and others.
A6 We are doing Genius Hour at our Intermediate building and Learning Fair concept at our MS. Student choice for learning
Thank you for the chat-a bit tired
Consistent reference to standards and scales helps students self-monitor for proficiency
Love . My Ss ask to play all the time.
I'm with you here, Matt. Kids need to track. Let them own the progress https://t.co/0HIXJn4VZd
A6: Student tracking of mastery on standards. Not just handing them a piece of paper, provide time to do the tracking in class.
A6: At the HS teachers have been exposed to Question Formulation Technique.
Student created rubrics, and modeling final product expectations and what peer feedback should look like.
A6: Chance to decide how to show learning, re-do it and try again, peer, teacher, parent feedback,
good night. Thanks for joining us
A6: I am trying hard to focus on S creation rather than consumption 4 last half of year- student paper, student quizzes, more input
Mine brought in food. My favorite...tissues. What???
I agree. Allowing students to follow their progress leads to ownership of their learning.
A6 Visible, student friendly targets, clear feedback. Help students know where they are, where they are going and how to get there.
Self monitoring is a common theme here.
I wonder what we are tracking?
Is empowerment about doing things the same as everyone else?
Or is there an aspect of creativity?
You'd be surprised what motivated fourth graders can do. Raise the bar and support them in reaching it.
Typical single minded runner. Saw in my feed and thought it'd be about treadmills
I want my kid in HER class! https://t.co/2vu8v7637n
A6: Chance to decide how to show learning, re-do it and try again, peer, teacher, parent feedback,
My computer is spazzing out. Moved to the phone
Aww thanks Connie and my Ss are only 8! You can see their learning at
A6: Tech helps with inquiry and choice of pres. format; Ss follow through with their wonderings; wall of pride; S run class economy
Yes, I have seen my 2nd graders do amazing things but needs to be age appropriate
Nope. is Thinking Maps Chat. Thanks for the chuckle. https://t.co/iWfcGHvBXO
Typical single minded runner. Saw in my feed and thought it'd be about treadmills
nope. All kids should be showing learning in a way that works for each of them
Yes, I'm not against standards, but students ultimately need to care. I'm 100% ready to assist engagement!
As students create they will invest. Love it https://t.co/9LH8U05ley
A6: I am trying hard to focus on S creation rather than consumption 4 last half of year- student paper, student quizzes, more input
A6: Forming assessments that are based on engaging real tasks is also key and sets Ss up for success too!
Kahoot is great! Are there ways you can bring higher order thinking into Kahoot questions?
A6: Ss have a voice and make choices in class. We set goals and reflect on progress towards attaining them.
Q7: What can you use tomorrow that you've learned to shift the focus in your classes?
yes start small and build that is what I have learned. Also is a good starting point
A7 Don't have a classroom, but plan to renew our district discussion about grading? standards? etc.
Standards are but a step, but all steps, instruction, assessment, feedback must be built around engagement.
I think some of these things will have to start from the top,
Use to review skills. I use portfolios to record higher order skills.
let me know if I can help
A7: Not only does assessment help the student. It helps the teacher feel confident in his/her abilities. Builds confidence.
A7: When I hand my Ss a tech-related academic task w/ choice they R all over it! They want to demonstrate knowledge in unique ways.
If nothing else, it gives the teacher feedback too on what to do next.
Thank you all for participating in this conversation with me.
A7: I still need to work on my mindset, some old ways get a little stuck in there. Need to do what I know is right.
A7: Set up opportunities for reflection and dialogue. keep the discussion going and include Ss in the process.
To some, this means Ss hand stuff in, mark it, then give requiz later
To others, feedback is given BEFORE handed in
A7 Support the formative use of assessment. So powerful but underutilized. It must be followed by action.
A7: renewed my resolve to help Ts release the onus to the Ss for the Ss learning. Ask the questions. Wait for real answers from Ss.
All learning should be age appropriate https://t.co/XXhBCXXM7q
Yes, I have seen my 2nd graders do amazing things but needs to be age appropriate
Are you connecting through ? And do you Mystery Skype?
I had success with Google docs and slides; Google classroom; popplet; and padlet for that
At the end of the day it's all about letting kids own their learning https://t.co/ij2URUwJTn
I agree. Allowing students to follow their progress leads to ownership of their learning.
Thank you and great chat tonight.
Yes!!!!👍 https://t.co/PAjogPsElY
A7: Set up opportunities for reflection and dialogue. keep the discussion going and include Ss in the process.
You nailed it assessment should build confidence in both teacher and students. Success build success. https://t.co/THSnNtbw6L
A7: Not only does assessment help the student. It helps the teacher feel confident in his/her abilities. Builds confidence.
Feedback ongoing https://t.co/DZUINhcBFD
To some, this means Ss hand stuff in, mark it, then give requiz later
To others, feedback is given BEFORE handed in
A7: Ss want feedback in real-time. Make time for side by side convos.
and Thanks for great opportunity to assess assessment!
Thank you & for a great discussion!
It's about growth https://t.co/PSvDXHpJln
You nailed it assessment should build confidence in both teacher and students. Success build success. https://t.co/THSnNtbw6L
A7: Not only does assessment help the student. It helps the teacher feel confident in his/her abilities. Builds confidence.
Thank you for a great hacking assessment convo tonight on
Exactly. It's what's most meaningful https://t.co/E7SOdkzh33
A7: Ss want feedback in real-time. Make time for side by side convos.
Thanks for the inspiring questions and ideas from everyone!
Feeling warm and fuzzy in negative temps!
I love because I work with little ones and we can share with Ps.
most material is age appropriate if presented in the right way, this is no different
Thank you and for making us all think. Love to learn with y'all!
My pleasure. Starr did most of the work.
Best practice at high school is best practice in elementary school. It's a better adapting to needs.
Thank you for a great chat tonight. Assessment is at the center of what we do and it needs to be teacher led.
