#formativechat Archive
Discuss the implementation, impact of Formative and formative assessment.
Monday December 21, 2015
7:00 PM EST
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I am co-moderating with today!
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Get ready to turn the tables, ditch that textbook, and lead your students in creating assessments!
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Welcome everyone! Please get started by sharing your name, position, and your favorite holiday food!
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great to have you with us Colleen!
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Hi everyone! I'm Michelle--a middle school AP from MD. I love cornbread dressing.
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interesting! what does that taste like and what does it go on?
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Niko Lewman PYP Coordinator from Bangkok, but currently in Siem Reap, Cambodia tracking Lara Croft
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I'm Erika from Kentucky. K-5 Principal. Favorite holiday food...buckeyes. And honeybaked ham.
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It's a side dish. Tastes like heaven on earth and goes with turkey or ham. :)
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Great to have you Niko! You are in Cambodia! So cool!
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Good evening - Phiona - HS English teacher and a lover of fruit cake.
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Hi! I'm Jennifer from Florida. I'm a coordinator at NEFEC. Today, I discovered that Oreo cake balls may be my favorite!
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Hey Erika, great to have you with us! I'm all about the ham!
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Hi Phiona, great to have you back again. I need to eat more fruit cake!
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Hi Phiona! Good to see you! Fruitcake, huh?
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cake balls! nice! one of my favorites is deep fried oreos!
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Welcome to , Jennifer. Hmmm...oreo cake balls?
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We will be using the Q1, A1, Q2, A2...format
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Let's get ready to talk student-made assessments!
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Question one coming right up!
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I know! A colleague brought them in. They were dangerously delicious!
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Q1: If students are given the opportunity to create assessments, how can this change their views towards learning?
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Sadly, no. We go through Wednesday.
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A1 I think they will be more focused on the end result
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A1 Along with fostering ownership, allowing students to make assessments reinforces that the T isn't playing "gotcha"
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A1: Student voice is critical to the learning process. If you listen to them, they're more likely to engage.
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And what is that end result?
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A1: When Ss ask the Qs and seek the As to those Qs, motivation increases, curiosity takes over, & they own the learning.
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Roy Mitchell / 6th & 8th sci from AL. Teach in GA. Merry Christmas! Fighting bad internet connection. Will mostly lurch.
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just the score or something more meaningful?
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A1: I love when the kids design the assts. #1, they are much more difficult #2, gives them ownership,
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Welcome aboard! Feel free to chime in as well.
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A1: #3 lets them give feedback to one another because they own the questions. My experience anyway.
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Great to have you with us in whatever capacity Roy!
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Why are their tests harder than ours.
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Almost! Tomorrow is our last day until after the holiday.
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We typically design backwards in our school, but one T allows kids to design the test. Uses hers to guide them.
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Keith from NJ here hello all!
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A1: Students are given the opportunity to not only review what they learn, but the depth and worth of it
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A1:If Ss co-construct assignments, these tasks should be more relevant/authentic& meaningful & attain higher level of success
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exactly, they are given the opportunity to figure out what was meaningful to them in the unit!
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A1: S-made assessments grant ownership, usually generating more motivation. Can be used as a tool in FA.
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right & decide how they want to show their learning
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Meaningful feedback that takes our Ss from Good to Great!
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great to have you with us Keith!
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Question 2 coming right up! Good stuff so far!
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Q2: Which assessments should you allow students to create? What are the benefits?
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RT A1: S-made assessments grant ownership, usually generating more motivation. Can be used as a tool in FA.
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A1: When Ss ask the Qs and seek the As to those Qs, motivation increases, curiosity takes over, & they own the learning.
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If Ss have an idea what they should know/do/articulate by the end & what do to get there they benefit https://t.co/6v15EtDreF
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A1: S-made assessments grant ownership, usually generating more motivation. Can be used as a tool in FA.
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A2: Students should have a small role in all assessments -- writing and choosing those that make the cut. Everyone wins.
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Q2 re-posted: Which assessments should you allow students to create? What are the benefits?
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A2 S made assessments using individual open ended Qs
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Again, student voice is so important. https://t.co/WlgkS2QxfC
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A1: When Ss ask the Qs and seek the As to those Qs, motivation increases, curiosity takes over, & they own the learning.
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RT A2: Students should have a small role in all assessments -- writing and choosing those that make the cut.
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A2 all kinds of assessments. Who knows their learning styles best but the students themselves.
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A1 S ownership of the assessment increases and Ts get a view of the level of their understandings from their Q
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A2: Ideally Ss could co-construct any learning &/or assessment task.
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A2 I like the idea of Ss mkg tests 4 other classes then comparing the data i.e. Same sub 2 duff classes MrG test 4 ea other
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I was thinking of involvement as all or nothing, love how you guys are thinking about varying levels
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Angela Gonzales- 5th Grade teacher, joining late but so happy to be here!
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does this if I'm not mistaken!
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A2: I had Ss help create formatives using strategies like Question Formulation Technique. So many benefits for Ts and Ss.
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Same standards but different test creators?
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Great to have you with us Angela!
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Especially since they can add to our creativity -
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Welcome aboard, Angela. Jump right in!
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A2: FAs are all journeys to the same end. When T-made FA's produce regurgitated ans, use S-made FA's to increase DOKnowl.
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what's Q Formulation Technique? Love to learn more!
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Definitely! And in that way, S-made assessments can be an opp. for honest S- self reflection
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How much did I really learn and was it meaningful? how can I ask others to show their understanding?
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A2 I usually use claim, support, question routine with my S, my follow up Q is how can you prove it?
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Hey Sorry I am late. What did I miss? :) Shai, HS Math T from PA.
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Great to have you with us Shai!
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A2: We need to equip Ss w/ tools to create quality, standards-based questions. Question stems, Blooms, QAR are great tools.
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Great idea, . Makes sense.👊🏻 https://t.co/4nyLHZTp4F
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A2: Students should have a small role in all assessments -- writing and choosing those that make the cut. Everyone wins.
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I've used Q-Charts with my junior Ss - they use them to write questions for our novel study
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A2: Also great to use FA's to have them tell you the most important thing they learned in their lesson that day.
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I need to check these out!
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Just give them the standards, and let them create. I'd like to see the data on S-made tests.
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Love the idea of giving them the objective and allowing them to pave the way to it!
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Welcome, Shai! Jump right in! We're allowing Ss to make assessments. Good idea?
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Q3: What obstacles can you face in having your students create assessments?
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In my experience, Ss made FA are much harder than anything I would give them. It makes me chuckle sometimes.
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Thanks, David! Just peeking in on the conversation tonight. My kiddos are still up.😊👌🏻
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Agreed! Building off this how can we include students in the rubric creation process,levels of skill attainment
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Anything Ss do to better their understanding and aides the class is ALWAYS a good idea.
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Each time I've done it Ss have been successful. Ss decide on key elements & answers
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A3: Sometimes the questions are too difficult and may surpass the standard being tested.
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how can we ensure rigor in student created assessments?
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A3 S aren't familiar w the standards or how rigorous assessments should assembled
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A3: Of course, mediocre FAs are a danger. Must have finger on pulse of Ss FA-making process. Make sure product benefits Ss.
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A3: I kind of alluded to it. Ss like to make "gotcha" Qs to get their classmates. I don't EVER give "gotcha" Qs.
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They love doing this -- even when we don't.
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if you are going to have students take each other's and if the assess. are too diff./easy for some, what to do?
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A3: Also, it's interesting that even though I am math, sometimes their Qs are discussion type of Qs for math topics.
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So, it's necessary to give them the standards and the assessment limits. Right?
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A3: Students having a hard time understanding content and therefore not knowing where to begin at all.
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agreed, and this can draw their focus away from the skill/concept itself
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A3: Getting a balance of complexities and making sure Ss are concise in their language. Ss need practice and feedback.
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Well, we could employ a few different techniques. :)
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Here's a great public domain slide show from Edweek on QFT- perfect for a faculty mtg!
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Question 4 coming right up!
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A3: Ss might not be proficient in creating scaffolded, differentiated, standards based tasks at optimal levels of difficulty
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homogenous grouping of assignments in this case?
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I know, which tells me that there ARE Ts that give "gotcha" Qs. Do those type assess learning?
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Q4: What strategies do you need to employ to ensure that students make meaningful assessments?
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S should be given a lesson and a rubric for creating rigorous assessments that challenge Ss https://t.co/LtMZAlD6VQ
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how can we ensure rigor in student created assessments?
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Curriculum integration is necessary nowadays.
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Yes they do these Qs don't help they frustrate https://t.co/MblUxtRBrm
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A3: I kind of alluded to it. Ss like to make "gotcha" Qs to get their classmates. I don't EVER give "gotcha" Qs.
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So, that leads to question 4. How do we scaffold?
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A4 Ss have to see YOUR assessments are fair. Maybe giving three "versions" to teach which is fair. Student voice
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Creative exit passes are a great way to get a "dip-stick" on learning
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You are right. They don't help, and they don't measure learning.
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A4: I think we need to model our expectations. Show them exemplars. Give them question stems. Give them the standards.
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great and heaviest question out there and something I am CONSTANTLY struggling with as a 1st yr T.
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have all Ss create a variety of Qs have T pick best and use hem to create an assessment https://t.co/M8VIywlAyj
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if you are going to have students take each other's and if the assess. are too diff./easy for some, what to do?
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love the idea of giving exemplars!
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Must have a student to student and teacher to student feedback loop.
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exactly, what are trout thoughts ? https://t.co/bDu2anRNhY
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So, it's necessary to give them the standards and the assessment limits. Right?
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A4: Maybe I am at fault, but I just give them the standard/objective and ask for questions (and answers), and talking points.
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interesting, do the other Ss take them?
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or does the teacher just evaluate the assessment they create?
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I don't believe they assess anything. They stump Ss, and they lose interest. Epic fail.
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Rigor should be included I all things education if we plan to make vertical strides
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Love this! When students have tools, time to practice, and feedback, they can create quality Qs. https://t.co/yc1PHgRyBs
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A4: I think we need to model our expectations. Show them exemplars. Give them question stems. Give them the standards.
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Agreed! Rubrics are essential (as well as a mini-lesson).
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do you do this before or after your Ss engage with the standard/objective?
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This is one of the ways in which we can achieve equity of outcome & fulfil the benefit of education https://t.co/CXkHjjZ4V4
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Rigor should be included I all things education if we plan to make vertical strides
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My experience is students need a lot of guidance or the questions live in Blooms Level 1 or 2
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If you're a first year, I'd love to mentor you! That's my passion.
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RT If you're a first year, I'd love to mentor you! That's my passion.
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Question 5 coming right up!
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Time on task is an Essential element
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If Rigor means challenging, thinking, higher order Blooms, YES! Not rigor in trick Qs, loads of work.
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I used the jeopardy game format I have S create a game for each other's classes https://t.co/8fYeeczXU2
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interesting, do the other Ss take them?
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Jason from New York popping on
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great to have you with us Jason! Had a lot of fun co-moderating with you!
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Or the Ss can choose the questions for the test. Either way, everyone wins.
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A4: Yep, have to model expectations for FA. We have to guide the train some, lest the FA takes Ss off the tracks.
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Quite right -I find that using a Q-chart or giving them HOT verbs are more likely to get rigorous Qs https://t.co/YdXbDhiAKV
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My experience is students need a lot of guidance or the questions live in Blooms Level 1 or 2
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Q5: How can students learn from each other in making assessments?
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Evan I agree. Many educators live in level one and two of blooms
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Nothing wrong with that! As long as their voices are heard, you're on the right track IMHO.
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Truth! Then we offer some stems for the higher levels of Bloom's.
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What's a HOT verb? Math teacher here!
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Hey Jason! Jump right in!
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A5: when Ss work with each other and develop metacognitive skills- they all become stronger learners
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A5: All Ss in team write Qs. All read their Qs aloud and sort by complexity. Ss can help each other revise to bump up.
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High order thinking - sorry trying to use this 140 characters :)
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A5: If FA is about the stds, it gives feedback to struggling and successful Ss. Same as T FA, but benefit of S ownership.
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I like the idea of hot verbs. https://t.co/ci3LImWnuN
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Quite right -I find that using a Q-chart or giving them HOT verbs are more likely to get rigorous Qs https://t.co/YdXbDhiAKV
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My experience is students need a lot of guidance or the questions live in Blooms Level 1 or 2
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One that gets your attention? :)
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👍 Yes! https://t.co/TPA5RRPWOj
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A5: when Ss work with each other and develop metacognitive skills- they all become stronger learners
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yes! Ss can think through, what are the concepts? what Q's can I create to see if others understand?
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Oh, Okay. Making sure it wasn't a verb wearing lipstick or something. JK. I am in that kind of mood.
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what dialogue can we have if they don't?
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A5 having students peer revise each other is always an effective tool
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that's an awesome activity!
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I encourage my students to make Qs based on their own needs as well. What is it that they want to learn more about.
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Question 6 coming right up!
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reminds me of teaching rational numbers and sorting expressions by equivalency
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Thanks for sharing so many great resources!
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Agree 100% when a person can teach to another- wow magic
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I was right there with you , Shai. It's been a long day.
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LOL. Sorry, but I am in a really good mood tonight.
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Q6: What edtech tools can your students use to help them create assessments?
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A5:I had my students create study guides with vocab, modeling, and question creation and had them use each other's
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Mary, Business Ed teacher from CT - Jumping in really late, but have read some great sharing of info
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Great to have you with us Mary!
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You lost me at "rational numbers."
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A5 I just realized Hootsuite is NOT tagging my tweets with . Been talking with you all for the past hr. Sorry I missed out!
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right Ss develop content knowledge, ways/means why and how of using the knowledge they have
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I often tutor friend's children, and have realized, tutoring makes me a better teacher.
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No apology needed. You're among friends.
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organizing groups of numbers by value, lots of variation reminds me of organizing level of Q's
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Q6: Padlet is one of my favorites for team question writing. If you give them control, they can even sort into categories.
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A6: Students can use Smart Response clickers to create tests and get instant feedback.
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don't know what it is, but something about that 1-1 really helps things become clear
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A6: I use our LMS and Google Surveys to gather Qs. Haven't figured out how to have them use something like .
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A6 I also like because students answering can explain their thinking
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Welcome aboard, Mary! Chime in!
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You can use to have students record Q's and responses!
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anytime you can change your perspective it makes you more effective
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just starting to use , interested to see what it can really do
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Oh no! I was wondering what happened to you. I'm using Tweetdeck.
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we get to move at a pace where Ss are comfortable - once they learn - voila
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It allows you to learn "other" ways to get the concept across.
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you can USE their questions and create the assessment and THEY give the feedback for their question
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A6: You could have students create poems with and write comprehension Q's for others
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This 140 character is getting the best of me tonight during
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Interesting! I need to check this out! https://t.co/6NrIXYOKXT
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You can use to have students record Q's and responses!
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right - this forces us to be creative
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A6: Use benefits of published S work. Adds S focus & pride. Medium could be video, shown via projector, even on b board.
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I certainly do that. I just don't know how to have them put them directly into .
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As we wrap up, let me know if you want to co-moderate for next week and/or topic suggestions!
