Intro - Hi I'm Dean Vendramin proud @goformative certified educator from Regina, Saskatchewan, Canada. Teach High School Math. Excited to chat with y'all tonight #formativechat
Hey everyone! I am glad to be here with you all! Our Certified Educators (@JodiMos@vendi55@alisonkis ) have put together some great questions based on the results of their research into #formative assessment! #FormativeChat
A1 - @goformative has been a game changer to provide instant feedback, open ended feedack, and a way to look back using the tracker. So I have a variety of ways to provide feedback opportunities and at the time me or my Ss need it #formativechat
I totally agree! @Goformative has been a game changer on how I view students “getting it”. I want Ss to apply their knowledge in new ways. #formativechat
A1 - @goformative has been a game changer to provide instant feedback, open ended feedack, and a way to look back using the tracker. So I have a variety of ways to provide feedback opportunities and at the time me or my Ss need it #formativechat
A1: work thru my lunch hour but key is to also give Ss an assessment that is rich but can also be assessed in a timely manner not a four page 'test' #formativechat
A1: Transitioning from lectures to videos reshaped the way I approach time management. I now spend much of my class time grading and providing immediate feedback for revisions and reassessment. If grading is not for feedback it loses value and becomes a burden. #formativechat
A1: My time management strategy that I am beginning to use for feedback is trying to incorporate more technology into my teaching and assessments so I can give instant or quick feedback! #formativechat
A1: I also don’t give true scores for formative assessment, I give points for taking it and trying one’s best. FA is practice before the big test. #formativechat
A1 I try to give feedback within two weeks, but since my feedback says back what seems important to the student and then gives suggestions for future writing, what matters most is getting it to them to use while working on the next assignment. #formativechat
A1. Feedback is ongoing. Ss get verbal feedback after mini lessons and written feedback on written assignments and in their work folders daily. If I’m observing/ conferencing I take notes to guide my instruction. #formativechat
A1: following an entrance card or exit card I have made a do now within the next two days as a reflection time to analyze their errors or create error analysis questions based upon my favorite errors made! Awesome collaboration and reflection goes on! #formativechat
A1: Ss compose reflection that indicates where they want feedback. Use a rubric and accompanying screencast video that explains my use of the criteria. Digital annotations on first page only -- global comments thereafter. #formativechat
A1 I think it depends on the assignment/etc... In class, feedback is immediate and checked and followed by feedback in an interativecycle almost immediately. Long term assignments, etc.. are check ins on a schedule that allows flexinbilty and growth #FormativeChat
A1 It depends on what I am using, or what info I am looking for. I have always wanted to have the feedback fast for my Ss, so having #edtech tools to help is great, but love the conversations one-to-one #formativechat
A1: I try to give feedback as things "are happening". That is one of the things I love about @goformative. As the kids are working, I am giving feedback. No need to wait until they are done :) #formativechat
A1 I also conference with every student every day during the course of a writing project to help them notice where they are, choose for themselves what will work, notice the impact of that choice, and choose again. #formativechat
A1 I give timely feedback by using formative assessments that are short & easy to respond to. Tech helps. For example @onenote where I can respond to students’ dialogue journals & other assignments. Use @flipgrid where I can give a quick video feedback response. #formativechat
@goformative has been amazing for having data fast, for Ss to see it and for us to discuss it, so many ways to ask Qs, have Ss interact, so helpful for moving forward #formativechat
Love that you said this FA is not just something to keep Ss busy taking in the data and formulating strategies to best help our Ss is where the magic is. #formativechat
We love this strategy for providing timely feedback! It starts with planning the assessment itself and considering the student data that will be collected! #formativechat
A1: work thru my lunch hour but key is to also give Ss an assessment that is rich but can also be assessed in a timely manner not a four page 'test' #formativechat
A1 immediate verbal peer and instructional feedback with @goformative and traffic lights, exit tickets, 2 stars and a wish and the use of rubrics and checklists #formativechat
A1: I think feedback should be given during every class period, after every lesson, even if it is just verbal acknowledgement of what the Ss have done. Ts should also schedule out time to decide what the purpose of the feedback is before giving it. #formativechat
I try to give feedback as soon as possible, with blogging, I respond several times per week, and in class, regularly give fdbk because I use stations several times per week #formativechat
A1 #FormativeChat My main goal is that feedback for my Ss is consistent, meaningful and timely. I use 1-minute check ins weekly to talk to every student- I like to make a verbal feedback at least twice a week. I also make some purposeful reminders in their journals for guidance.
A1: I have been moving to showing authentic (anonymous) student work on the board having the ss highlight what was done well and where there is room for improvement. #formativechat
Out of curiosity, how long will it take? Currently we found conferencing takes a long time. One strategy we try to do is to limit the conference time. #formativechat
A2 - When using @goformative they get a lot of instant feedback from from the program to see where they need to work on so they can do the formative for mastery, write down qs they struggled with, and submit questions they got to be included in future assessments #formativechat
A2: A lot of my Ss see that they have a question incorrect in @goformative and go back and redo their answer. I leave all formatives open for edits. #formativechat
A1: I discuss answers with the students in class as much as possible so that they are not waiting for my response. Also, incorporating tech. as often as possible helps. #formativechat
A1. Dan from Wisconsin. I use a flipped and mastery model where kids do a lot of in class learning with guidance so it allows me ample time to provide real time feedback when ?s arise or there are gaps in understanding. Very little grading #formativechat
A1 I give timely feedback by using formative assessments that are short & easy to respond to. Tech helps. For example @onenote where I can respond to students’ dialogue journals & other assignments. Use @flipgrid where I can give a quick video feedback response. #formativechat
A2 I have been trying to get my SS to really reflect on a regular basis.We have been using weekly dialogue journals.I’m finding out so much info about my Ss. They are actually giving me more info this way about their learning then thru other means that I have used. #formativechat
A2: depending on the task, they do a #sketchnote or a #mindmap - they have to state explicitly what feedback they are using and HOW they are going to use it on their next piece of work - what resources will help them? #formativechat
A2: I ask students to keep old essays that I have commented on. They look at the comments I made to ensure that they are growing past their mistakes. I have seen them take out these essays on their own to use as guidance, which makes me VERY happy. #formativechat
A2: One way I have students interact with feedback is to get student feedback from 2 peers in the classroom before they turn their work in. This helps students work through things together and collaborate. It also gives instant feedback. #formativechat
A2: Strategy for resubmissions: Ss detail what areas of the rubric they've addressed and how they've revised their work within the resubmission. Ss have responsibility to provide evidence of processing feedback. #formativechat
A1: Ss compose reflection that indicates where they want feedback. Use a rubric and accompanying screencast video that explains my use of the criteria. Digital annotations on first page only -- global comments thereafter. #formativechat
Yes! Using worked samples also helps. Expectations are clearly and enhance students’ understanding of criteria. That saves time marking. #formativechat
A2: Depending on the assignment - Blog for quiz corrections. Resubmission/ and or "comment" conversations with me on Docs. The only caveat is they have to alert me via e-mail (i don't know that you have taken action unless you tell me) #formativechat
#FormativeChat The most impactful interaction is using the feedback- via reflective writing and TOTD to revise their learning. My Ss use a lot of remediation and enrichment circles to help one another grow.
A2- I have tried using https://t.co/h6D4hwcOpz and really enjoyed it. This website allows students to see feedback in real time as they are working on assignments you've created. Students can make edits and respond to you as well. You can also allow peer editors. #formativechat
A2: don't forget the power of peer feedback - we've used post it notes, little strips of paper, gallery walks, etc....what pattern is emerging based on the feedback from your classmates? #formativechat
A2: In some lessons for my Practicum, I've given students time at the end of class to write a reflection in their journals on how they believe they did during the class and what they thought about the activities done. This gives them a chance to assess themselves #formativechat
A2 My students keep their feedback docs open during writing projects so they can refer back to the strategies I’ve suggested in the past. #formativechat
A1: Most of the time they come to my desk, & we immediately look at it together, or we grade it as a class & I collect it. I think it’s important for both of us have to have an immediate understanding of progress. #formativechat
Love conversations with Ss leads to relationship building which leads to confidence which leads to risk taking which leads to greater success and a love of learning. Awesome sauce #formativechat
A1: formative assessment feedback to be timely and relevant, I chunk "quizzes" and take half the period. The other half to go over and discuss. #formativechat
A2 I have been trying to get my SS to really reflect on a regular basis.We have been using weekly dialogue journals.I’m finding out so much info about my Ss. They are actually giving me more info this way about their learning then thru other means that I have used. #formativechat
I enjoy sending them comments live as they are entering a prompt. "Hey did you think about xyz?" ect. They immediately start incorporating my suggestions. It's pretty sweet. #formativechat
Allows for specific analysis of assessment. They can't say they want feedback "on everything" -- must think critically about their work. #formativechat
A1: Ss compose reflection that indicates where they want feedback. Use a rubric and accompanying screencast video that explains my use of the criteria. Digital annotations on first page only -- global comments thereafter. #formativechat
A2: Ss know they have multiple chances before they are evaluated - how is your work improving based on the feedback from me and your peers? #formativechat
Q2: Always allowing for corrections and editing. I like station work for Spanish classes so students work at their own pace and they see me to get feedback on their work before moving to another station. #formativechat
A2 The joy of teaching band. Students expect immediate feedback and know what to do with it. @flipgrid has really allowed me freedom for individual assesment beyond the room. #FormativeChat
A2 according to Hattie, there are four types of feedback. Take, process, self-regulated and self feedback. Self feedback is not recommended as it focused on evaluating the student. #FormativeChat
A2. I’ve tried to gamification my feedback by telling Ss that feedback is the cheat code to leveling up. Ss now actively seek out feedback to grow. They also read my written feedback and apply suggestions. #formativechat
totally agree, when they write their blogs, I love that we can learn about them, leads to conversations, builds relationships and comfort #formativechat
A2.We are obsessed with assessments.We are now almost teaching to the test.Lets teach from the heart and not from the book or to the test.Lets teach pupils to think and figure out #formativechat
Love conversations with Ss leads to relationship building which leads to confidence which leads to risk taking which leads to greater success and a love of learning. Awesome sauce #formativechat
When students come to me for tutoring on an essay, I ask them what issue they are having with their writing, or where they think they may need help. They know I will ask them what specifically they want me to look for. #formativechat
Curious what you mean when you talk about protocols. I use protocols a LOT when doing training/meetings/etc. but not so much with Ss and feedback. Intrigued! #formativechat
Need more Ts like you reaching out to all Ss not only that you are focusing on the learning process but sometimes you might be the only adult they talk to all week. Thanks doing that for your Ss #formativechat
A1 #FormativeChat My main goal is that feedback for my Ss is consistent, meaningful and timely. I use 1-minute check ins weekly to talk to every student- I like to make a verbal feedback at least twice a week. I also make some purposeful reminders in their journals for guidance.
A2: Jumping in. I'm learning about a 3 step process for formative assessment: (1) Feedback reviewing past work (2) Feed-through providing work things together and collaborate, and (3) Feed-forward asking what if and ideas for what to do next. Working on a post now. #formativechat
I think I may be able to help. I provide the instructions to follow on Formative, and create questions, and or give spaces for Ss answer, charts for their data, etc. #formativechat Look in the library for some examples
I just started using it 2 years ago with a small group, and we then stopped using @cellyme for messaging and use VOxer in the upper levels, especially to think through #PBL#formativechat
In reply to
@D4Griffin3, @nicolepatrice_b, @voxer, @cellyme
My favorite way for Ss to seek and accept positive & constructive feedback are collaborative assessments like- vocabulary scramble, graffiti walls and interactive chats like debates and Socratic seminars. The more they work together to problem solve the better #formativechat
A3 - Create learning plans based on the data they receive on where they are at, use peer assessment to see and understand one's own understand and others, and Ts model how to goal setting looks like and make that part of the process #formativechat
A2: After getting feedback, they then rate themselves on level 1-4 of understanding. I find it’s good to get their opinion of mastery. Just because they got the questions right, doesn’t mean they don’t need more practice to fully grasp it. #formativechat
Right -- so they come to the conversation having thought critically about the quality of their work and what gaps are preventing them from achieving mastery. #formativechat
When students come to me for tutoring on an essay, I ask them what issue they are having with their writing, or where they think they may need help. They know I will ask them what specifically they want me to look for. #formativechat
A3: Reflection helps Ss set their own goals. If they see their work from one point to another, they will start to see both growth and projected growth. #formativechat
If we can instill self assessment in our students that the golden ticket. Our goal as Ts should be to make our students engaged in their own learning and hopefully light the flame for life long learners #formativechat
A2: In some lessons for my Practicum, I've given students time at the end of class to write a reflection in their journals on how they believe they did during the class and what they thought about the activities done. This gives them a chance to assess themselves #formativechat
A3: After reviewing their work, and as part of the action for their feedback, I specifically ask what they would like to try (identify something to work on) #formativechat
A3: Tying feedback/formative assessments clearly back to the learning goal creates natural opportunity for Ss to goal set. If they can see alignment between your assessment and ultimate endgame, goal is clear. #formativechat
A3: I think this starts with giving students greater ownership over formative assessment as a whole. If we release some of the responsibility it may be easier for students to think about it in the context of what they want to achieve. #formativechat
A3: We talk all the time about growthmindset & being aware of our strengths & weaknesses, so we can make plans to improve our weaknesses. They love seeing their self-progress! #formativechat
#formativechat Remediation and enrichment circles once a week helps students understand 1st hand if they are where they need to be. Through purposeful talk they can set strategies to reach the unit goals and monitor their progress. 1minute checkins reinforces their strengths.
A3: My students reflect in a journal about areas they think they did well in and areas they need to improve in. They set a goal for improvement and decide how they could approach the issue differently. #formativechat
A3: it all starts with having a learner profile for each student - co-create it together, model, practice, compile resources and strategies. What are the timelines? How will you check-in? How will you share with parents? #formativechat
A3: When giving feedback or working with students I usually turn their learning under their decisions or learning. I ask them what they think they need to do moving forward, what they think can help, etc. #formativechat
A3- First, students need to be aware of their data (where they are vs. where they should be). Next, students need to understand how the FA connects to the bigger picture. Then, hopefully, they will be active participants in their learning. #formativechat
Yes, a mix, hands-on, creating with vocab and verbs, some a worksheet or other activity, or dry-erase board, and others a video, game or I work with them #formativechat
A3: #formativechat formative assessment as you learn - invite Ss to create their own benchmarks and provide evidence and artifacts for ongoing support from peers and T - this is what I call Feed-through and Response to Learning or RTL #rethink_learning
A3: Make it part of the learning process. Ss cannot proceed to the next assessment until they've reflected on how they have used previous feedback. They can then set goals for the next learning standard. #formativechat
It’s the way to go if you get #flipgridfever! It gives you a lot more freedom and you can organize all your grids. I love @flipgrid too! #formativechat
A3: Having students graph their score/feedback lends itself well to goal setting and is a wonderful way to infuse #STEM across content areas #formativechat
And this will help them in so many areas where critical thinking is necessary. Ex: analysis of literature that goes beyond "this is a good poem." #formativechat
This is a constant lesson I’m teaching; I ask my students not to ask, “Is this good?” but to come to me with specific questions on their work. This show’s intention and can develop actionable feedback
Q3: I used Can Do statements that help students know what they can do/ should be able to do by the end of the unit. It helps students realize they need to hit certain targets so they can measure their own progress. #formativechat
A3 I like to talk with Ss about what they think they can spend time on, their struggles and come up with some ideas together, then let them set new goals, be avail to support #formativechat
I agree. It shows that they are thinking intentionally about their essay, be it the justification or the elaboration, etc. When they just ask "Is this good," they aren't thinking critically about what they wrote. They seem to want you to fix it for them. #formativechat
A3: I asked 3 Qs at the end of the week:
1) What went well? Why?
2) What isn't going well? Why?
3) What can I do, as your T, to support you?
this led to some self-reflection on their part. #formativechat
A3: Have Ss create a baseline or profile of who they are and how they learn best. Identify strengths, interests, challenges. Have a conversation w Ss to validate them as learners & guide design of learning goals together. #formativechat
A3.Our pupils forget most of what we teach them.They will however remember us their teachers forever.Lets be good and kind to them.A kind word can last a lifetime #formativechat
A3: Tying feedback/formative assessments clearly back to the learning goal creates natural opportunity for Ss to goal set. If they can see alignment between your assessment and ultimate endgame, goal is clear. #formativechat
A3. We set SMART goals together based on where they are and where they want to be as learners. When Ss accomplish their goals they post it on our goal wall and get to wear our veni vidi vici necklace #formativechat
Agreed, love doing #pbl in class, Ss have . choices in learning and can develop their #SEL skills as they work through it with one another and learn about other cultures #formativechat
I believe in my heart that if we have built a safe haven for learning and Ss feel they are a community-they seek feedback and reflect frequently, because they will stay determined to grow and help one another. A studen-centered classroom lends itself to this. #formativechat
A3 needs to practiced like any other skill, teachers need to communicate learning outcomes in student friendly manner we also need to enable #stuvoice through authentic choice of how they're learning #heutagogy#formativechat
I love this comment because sometimes as Ts we expect our Ss to try new things or take a risk but sometimes we don't practice what we preach. What are we scared of????? #formativechat
A3: I think this starts with giving students greater ownership over formative assessment as a whole. If we release some of the responsibility it may be easier for students to think about it in the context of what they want to achieve. #formativechat
Goals can originate from "where I've been, where I am now, and where do I want to go" questions. Deep learning occurs when Ss possess clear goals for their learning and a plan to get there. #formativechat
Agreed! In their research, our Certified Educators'(@alisonkis@vendi55@JodiMos ) found that some see formative assessment as solely a teaching practice. If we can show students the roles they can play, we can help them think metacognitively ! #formativechat
In reply to
@ejmteacher, @alisonkis, @vendi55, @JodiMos
Once the Ss understand their goals, what it looks like, and how to make the bridge from where they are to where they need to be, it’s much simpler! #formativechat
A3: My students reflect in a journal about areas they think they did well in and areas they need to improve in. They set a goal for improvement and decide how they could approach the issue differently. #formativechat
A3. I have students fill out their own tracking sheets for 1st, 2nd, final attempt (this one counts) at a concept, which they can always retake. Other courses compare their status with rubrics and reflect on what they know. #formativechat
A3: We can show them how to use formative assessment to set their own goals by giving them example to go by. Show them how you use the formative assessment to set your own goals. #formativechat
Even the simple task of making bigger connections with vocabulary can be reflection and give instant feedback- when Ss understand the ‘big picture’ they put the puzzle pieces together and if they don’t fit- group feedback- collaborative reflection #formativechat
Thank you everybody. That was a 30 min workout for my brian ... it's feeling the burn so I'm sure it has grown a bit haha the @goformative community rocks thanks for being part of my #pln#formativechat
Thank you everybody. That was a 30 min workout for my brian ... it's feeling the burn so I'm sure it has grown a bit haha the @goformative community rocks thanks for being part of my #pln#formativechat
Thank you everyone! This is my first time participative in an ed chat. I learned so much from everyone and can't wait to try out some new ideas in my classroom! #formativechat
Love this ---> @dbuckedu "where I've been (feedback), where I am now (feedthrough), and where do I want to go (feedforward)" questions. Formative assessment is more than looking at past work -- it is the process and deciding on next steps. #formativechat
Goals can originate from "where I've been, where I am now, and where do I want to go" questions. Deep learning occurs when Ss possess clear goals for their learning and a plan to get there. #formativechat
We discuss how they are going about attaining the goal. The next step is to look at the subsequent assessment and see if their approach needs to be modified. #formativechat
A2: Although I don't have students right now, I would hope that they would be able to use my feedback to inspire them to keep going. My feedback would also help them think of another perspective. #formativechat
Thanks for all the amazing feedback and the opportunity to get better. I'm hoping we can do another chat based on data. Great ideas and has me thinking about my craft ... hey did I just have a formative assessment experience ... #formativechat
A2: Late, sorry! Ss connect their feedback to their interactive home rdg logs. Earlier in yr, they counted bks & set goals. Now, besides lkg at titles read, they "star" favs; highlight chapter bks, & note genres read. Then, they set a goals for their next month. #formativechat
Thank you @vendi55@alisonkis@JodiMos for planning a great chat for tonight! It was great to see how the questions that came out of our research were addressed tonight #formativechat
A3: As we finish a mini-inquiry into quick math, the children plot their scores on a bar graph & watch them rise. During their sml grp mthjobs, I pull individuals for conferences to inform, inspire & hear their plans for raising their bars. They love sharing w/ Ps!#formativechat
1989. 1989!!! Almost 30 years ago: Why is appropriate use of assessment a thing some of us are still struggling with?
Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18, 119-144.
#formativechat#sblchat
A1: I like to give a google form for a do now and as my students are working I can conference with those that struggled to answer questions in the form or asked for help on a certain topic. #formativechat
