A1: For me, my assessments are all application/project based. I want Ss to apply the knowledge gained rather than regurgitate it on a MC test. #idedchat
R1: I use a variety of assessments to guard where my students are, if they can apply their knowledge to a real world senario, and use it to help guide where I go next with instruction. #idedchat
I just gave an "assessment" over collecting data and graphs by asking each student to do just that- they didn't realize I was "testing" them bc they were engaged in doing science (fun!) #IDedchat
A2: I'm assessing all of the time: pulse checks, exit tickets, one on one conversations, bored looks - everything provides info about how students are doing and how I can support them. #idedchat#idcoachnet
R2: I question Ss about content daily through exit questions, labs, discussion. I go around and listen to their convos about content. Sometimes I don’t even ask...I watch and listen. Then I readjust. #idedchat
Did the same about 2 wks ago. I did it with a lab activity where they used the scientific method. They had to graph, write their report, collect data from their peers. #IDedchat
A2- I feel like this takes a lot of practice- I'm just now getting to where I have a handle on it. Don't force it- assess when needed in the flow of leaning not by strict timeline (i.e. Tests every Friday, etc) #idedchat
A2: As a coach, I'm assessing how well Ts understand online course content through reflective notebooks. There's nothing evaluative about this; just an opportunity to provide feedback #idedchat
Love the mix of verbal, written, and non-verbal -all very informal. Looking for "teachable moments" involves knowing where your students are. #IDedchat
That's a good question/wondering. I think I had some sort of formal or informal formative assessment every day that guided the next day's instruction where as there were only a handful of summatives during the year. #idedchat#idcoachnet
A3: It all depends on the class dynamics and the flow of the class that day. Having one "in mind" means that you are trying to guide the class in a certain way rather than them get there in their own way. #idedchat
If you look at backwards design, unwrap the indicators/standards. Then create your assessment based on big ideas. Then create your activities and lessons to support the outcome. @AinsworthLarry#idedchat
A3: I think about what the learning goals and success criteria are for the unit or lesson. Then, I consider the most appropriate ways for students to demonstrate those skills or transfer the knowledge #idcoachnet#idedchat
Flexibility is so important! It can be so tempting to just stay focused on the end game and lose sight of students who need more guidance, time, or support. #idedchat#idcoachnet
A3: I think this is one of those questions where we know what the answer should be in balance of formative vs. summative vs. "quick grab" but we have to prove something to admins. #idedchat
Gold star Mr. Bolyard! :-) What do we want students to know (learning goal)? How will we know they learned it? Transfer being the most important. :-) #IDedchat
A3: I think about what the learning goals and success criteria are for the unit or lesson. Then, I consider the most appropriate ways for students to demonstrate those skills or transfer the knowledge #idcoachnet#idedchat
A3 know what it is you want student to be able to do first, what is it students should know? Then how will they show it & how will they be able to transfer it. This is so much more than a multiple choice test #IDedchat
I was talking with my assistant principal and guidance counselor yesterday about content. Is it more important to have quantity or quality? I’ll take quality everyday. It’s not about how much material we can get through. It’s about how much Ss underatand #idedchat
Gold star Mr. Bolyard! :-) What do we want students to know (learning goal)? How will we know they learned it? Transfer being the most important. :-) #IDedchat
A3: I think about what the learning goals and success criteria are for the unit or lesson. Then, I consider the most appropriate ways for students to demonstrate those skills or transfer the knowledge #idcoachnet#idedchat
I was talking with my assistant principal and guidance counselor yesterday about content. Is it more important to have quantity or quality? I’ll take quality everyday. It’s not about how much material we can get through. It’s about how much Ss understand #idedchat
A4: I assess through projects. Gives students the ability to express their learning in a variety of ways compared to their neighbor. Lets them put a personal touch to show their learning/growth. #idedchat
R4: labs, PBL, labs, PBL. You get where I’m going. I also do @GetKahoot questions, writings that apply knowledge. Ask questions. Again, sometimes watching and listening. #idedchat
Are your project formative...or summative? What formative checks do you do along the way while students are working toward completion of projects? #IDedchat
A4: At the end of workshops, we have Ts complete an exit ticket that provides us with ways we can support teachers in the future. These also provide Ts with a chance to reflect. #idedchat#idcoachnet
When we focus only on content knowledge but not on how to read a historical text or write a lab report, we miss key learning opportunities. Learning to learn & transfer learning is key for students future #IDedchat
Gonna sound weird but my projects are both summative and formative. When you give Ss the opportunity to fix, it is an opportunity for them to continue to learn, yet you have that “finale” as well. #IDedchat
Sometimes it is summative for some and formative for others. Depends on DOK, how quickly they pick up on content. It’s true differentiation for me. #IDedchat
In reply to
@LitCoachBrandon, @WinkelerD, @averyteach
I provide feedback through rubrics/comments I make on lab reports, projects, etc. It is pushing Ss past boundaries that they never had before. #IDedchat
I know we have answered this throughout tonight - but let's get into specific detail... Like...when you have students do a project, how DO you assess? #IDedchat
R6: lab reports, essays, 9 page spreads, @WeVideo projects, @Flipgrid questions, posters, group activities, construction applications. Endless possibilities. My classes could seriously go the year w/o MC tests if I could. #idedchat
For my business management/entrepreneurship class I ask the students, "would you buy it?" and the class votes based on the presentation/project. #idedchat
Each one would be handled differently. For example, a student who is hesitant to participate in a Socratic seminar could show growth by first using a chatting app to backchannel and then verbally participate. In both cases the S shows her learning #idedchat#idcoachnet
A6: For my projects there is some open-endedness that they have. They are free to be creative with the project and try to "sell" it to their peers. #idedchat
R6: when Ss can pick their Avenue for learning, select a passion for learning to develop the outcome. Tap their creativity level. I give very little guidance for Ss developing a cell model. Some use computers, some drawings, some cakes. #idedchat
A6: Essay prompts often had an open-ended quality to them so students could meet the writing standard but focus on a topic or approach that felt meaningful to them. #idedchat#idcoachnet
Seriously, it’s loud. Kids are working at their “own pace”. Ss are in seats that are in pods of 4. Some pull away on their own, some pods become pods of 5-6 Ss. #IDedchat
My EL Ss are expected to learn the content. I translate work into native language. As the year progresses, I begin to expect work in English. This is a perk of google docs. #IDedchat
A7: I spend a good deal of time now providing non-evaluative feedback on Ts ideas for their @IDcoachingnet unit. I wish I'd been as purposeful w/ my high school Ss as I am with my adult learners. A lot of feedback along the way rather than at the end. #idcoachnet#idedchat
This makes me think about using something like a choice board or Bingo card where Ss can choose from a variety of ways to demonstrate learning. #idedchat#idcoachnet
R7: I have a project coming up—“How a Cell Is Like A Factory”. Ss are expected to have their 5 paragraph essay peer reviewed. I’ll look at this as part of the overall grade. They will submit and I will type feedback for them. They will make corrections on feedback #idedchat
Not tying a grade to things relieves some stress of providing feedback. The feedback for Ts - for units or classroom observations - is just for them to consider strengths and opportunities for growth. It's never an evaluation of their work. #idedchat#idcoachnet
R8: assessments do not need graded. I have a lab my Ss did yesterday working on metric conversions. It gave me a ton of info, yet all I did was glimpse at the work they did. Let’s me know what I need to cover tomorrow. #idedchat
A8: We have to be conscious of the fact that once a "grade" is attached to something, learning tends to stop - even if "redos" are allowed. It is the feedback that pushes learning forward - not the grade. #IDedchat
A8: No. Some argue that formative assessments should never be for a grade because Ss are practicing towards mastering skills that will be demonstrated on a summative. I could have Ss give a thumbs up/down for a formative; grading that would be weird #idcoachnet#idedchat
I had students write a "code of ethics" for their business. Tough to assign when it is unique to their company and the things they want their employees to abide by. I took your similar approach #idedchat
This year I have some competitive Ss and they want to do better. They work on progress. I think it is establishing the culture of “grades” and “feedback” the first few days of class. #IDedchat
What great thoughts were shared tonight! Thanks also to everyone who joined #IDedchat last week in my absence. I just LOVE this PLN! We need to get more folks to join us!
