#formativechat Archive
Discuss the implementation, impact of Formative and formative assessment.
Monday March 7, 2016
7:00 PM EST
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Hey everyone! Hope you all are having a great start to the week! I am excited to discuss with you all!
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Welcome everyone! I am riding solo tonight as you moderator! Very excited to get started here!
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Please start by sharing your name, position, and one event that's coming up that you are excited for!
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With PERA and SBG common assessment is becoming a bigger part of the conversation. Excited to hear thoughts!
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This is a passion of mine. I'm anxious to join your chat for the first time.
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Today we have a big emphasis on team work!
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Welcome Megan! What's PERA common asssessment?
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Hey Kari! Great to have you with us for the first time!
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We just took our Third Nine Weeks common assessment the other day...not pretty.
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We are just getting started with intros at ! Join the fun in discussing !
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Welcome Kaitlyn! Yikes! Have you all started brainstorming follow up actions?
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Dina, Math Specialist from NJ. Excited about Math Around the World story problems with 2nd graders
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Howard Pitler, author, coach, and consultant from Denver, CO
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Kari Schmidt, Elementary Principal Sioux Central Schoosl NW Iowa. Looking forward to Pre-K/K roundup.
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Hey Dina! Welcome back! Love to hear more about Math Around the World!
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I'm going back and reviewing. Hard with the class average was a 60! They didn't read the directions on most!
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Hi, Rachelle frm Pittsburgh, Span T, looking fwd to getting Masters in IT in May more opps
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Interesting! How can you tell they didn't read them?
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Welcome back Rachelle! Are you at ?
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They told me! We were discussing it today and I asked "did you read the directions 2 times" and they said no!
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Yikes! Any trends in student data?
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Another clue is that they were done in 10 minutes...23 question test m/c and explain type questions.
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MC can be good for making observations and inferences! Ex: "Why did they pick D?"
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I WISH! It did not work out this yr, but so thankful to for selecting me to go
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Ss= students --> We will be using the Q1, A1, Q2, A2...format
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Long responses and drag and drop type questions killed them. Also irregular area/missing side with perimeter.
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Let's focus on how we can work with our grade teams today!
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Q1: What mindsets do you want your students to share with respect to common assessment? How can you foster these mindsets?
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"A common assessment is any means of measuring Ss performance that meets these criteria for: Content, Timing, Results"
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A1 Imp to learn from mistakes. Should be reminded daily of this mindset.
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To follow up on that quote, these assessments are agreed upon at a subject specific basis ex: 7th grade social studies team
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A1- I agree with learn from your mistakes! They grow based off their mistakes.
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A1 Assessments are a learning experience that can provide feedback to me https://t.co/yvibLOQkVQ
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Q1: What mindsets do you want your students to share with respect to common assessment? How can you foster these mindsets?
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Definitely! How can you foster this mindset with your team and diff. groups of students?
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That the ultimate goal is mastery but it may not happen right away. You are competing only with yourself.
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I agree! Mastery is a journey! To everyone, can competition be useful?
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Niko, Primary Years Programme Coordinator from Bangkok Thailand
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Took the words right out of my mouth. FEEDBACK for the teacher...take the pressure off. Exactly!
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A1: As a teacher I wanted them to find the gaps in their learning as much as we found the gaps in our teaching
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Remember the Q1, A1, Q2, A2...format!
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A1 (con): You communicate the process of working as a grade team to your Ss so they see collaboration is key to improvement
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A1: Learn from mistakes, look postively at a challenge, perseverance!
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A1- Incorrect is not wrong, it's an opportunity for self-improvement by way of learning.
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totally agree! feedback can inform how we teach and how they learn!
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Q2: What questions should your team consider when planning to use common assessments?
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A1: Learners need to remember not to give up quickly.
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A2- We don't make our common assessment. Not 100% sure who does, but we get to look at them before we give them.
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How can you support them in actually practicing this?
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if you are competing against yourself together with your peers like , yes
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When looking at them, what questions do you consider before giving them to your Ss?
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A2: In math, task based problems that show entry, growth, and mastery beyond target need to be considered.
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It has to begin with the teacher modeling this every day him/herself.
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A2) What you are going to do with the data or responses? How is that going to influence teaching
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A2 have all students had the opportunity to learn what is being assessed.
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We give all of the Q's to them...they only get taken out if we absolutely didn't cover the standard that 9 weeks.
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hmm, Always thought about as tied tightly to learning targets
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A2: What will I learn from this assessment that will make me more effective for my students?
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definitely think it's important to consider all the other things that may be supporting pathways
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A2: Can Ss not just go through the steps, but can they also apply out of context?
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A2:The 3 central ?s=Where are we going? Where are we now?
What strategy or strategies can help us get to where we need to go?
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A2 After we collect data how will we use it to shift instruction?
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Welcome Marcie! Definitely! Common assess. becomes powerful when Ts reflect having used same measurement tool
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Group by standard- who missed what? What did we not get as a class? Where do I need to go back?
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Right, especially before SA., And FA is a part of their learning process
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On the flipside, ensuring that context is not providing barriers and if they are, teaching about them
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reminds me of all the crazy positive/negative number keywords (ex: withdrawals vs. deposits)
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Right and I'd throw in after who missed what? "why did they miss that?"
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Q3: As a team, how can you take formative assessments from a prescribed curriculum and modify them for your students?
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* Repost Q3: As a team, how can you take common assessments from a prescribed curriculum and modify them for your students?
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A1: So that both you and I can see your progress, learn from mistakes, and celebrate your growth!
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A3: I can't say how right now, but I know if you don't modify them, aren't they meaningless? They border on summative?
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A3) personalize to class = change names, adapt Q’s to student interest, make the context fit culture
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Exactly. I want to modify the common assessments for my kids. I feel some would think that defeats the "common"
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Also joining in late per usual. Happy to be here!
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A3 Using makes it easier, can base it on class, or per S,
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Modifying is essential! While Q's might be tightly aligned to key learning target, you know you Ss!
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I know it! But alas, it is not up to me.
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A2: Where do we want to be, where are we now, how are we doing (look at student work/data for evidence), what to change?
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definitely important to constantly return to these questions, need to understand past history to adjust!
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Is there any flexibility in the questions you pick or context? details?
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Used Formative today w/ Span 2, they loved it, great time reviewing for quiz, love the options
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Q4: In what ways would you like to receive support from your team if your Ss didn’t do as well on a common assessment?
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Q4 (con) Q4: what if they did much better?
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A4- I'd like a chance to go back and take again! If we're encouraging growth mindset- how can we only give them one chance?
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A3: totally agree w and consider/revise reading level so math q's are accessible https://t.co/bxTeFO7Jlg
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A3) personalize to class = change names, adapt Q’s to student interest, make the context fit culture
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how can they support you in making sure your Ss do better the second time?
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Common assessment is given by central office. I'm not sure if a third grade teacher in our district makes it.
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These district-created "formative assessments" are missing the purpose not a learning tool.
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A4 Also talk with team about Ss who did get it right and their strategy for teaching concept. Allow retakes to grow.
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maybe a 2 or 4 grade teacher making the 3 grade C.A.
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THANK YOU THANK YOU THANK YOU
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Dedicated time & protocol to look at student work, discuss specific teaching strategies & resources https://t.co/lGWadMTOrx
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Q4: In what ways would you like to receive support from your team if your Ss didn’t do as well on a common assessment?
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agree! perhaps you can observe another one of their classes and how they implement it!
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A4: Awesome opportunity for coaching/observations with the data leading the needs.
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Interesting ex! Rotating Ts for after school learning time based on effectiveness in teaching specific skills
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Agreed! Any good resources you know of?
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One I have found is a simple observations/inferences/actions chart
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so observing patterns, why they occured, and what you can do to address them
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A4) Critical friends feedback in terms of possible areas to focus on adjusting instruction
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yes! and you can use regular peer observations to inform this
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This is our last question of the night!
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awesome! relates to next question!
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Q5: ow can administrators support you in using common assessments?
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haha Q5: how can administrators support you in using common assessments?
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Create a Safe Environment where these are non-evaluative and a learning tool for all. Thanks for letting me join 2nite
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A5 Be positive and supporting while discussing ways to enhance their learning!
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I think this idea of learning mistakes should flow from administrators to teachers to students, true modeling
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A5 provide time and resources for Ts to process their results and facilitate for new groupings https://t.co/rcj5td7que
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haha Q5: how can administrators support you in using common assessments?
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A5 Be open to communic/collab, help w/assmts and giving feedback.
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agree! what does the structure look like at your school?
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A5: supplying the time/encouragement to possibly create, modify, evaluate, and learn to best use common assessments to start.
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