#formativechat Archive
Discuss the implementation, impact of Formative and formative assessment.
Monday April 4, 2016
7:00 PM EDT
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Welcome to everyone! Excited to talk and !
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Please start by introducing yourself and sharing one good thing about April!
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Hi all! I'm Anna from Grove City College in PA!
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i've done about 10 other twitter chats for class! they're so helpful!
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Hi, Rachelle a Spanish & culture teacher from Pittsbrgh, conferences!
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I just found out I am a semi-finalist for our district TOY!
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John ELA TOSA from WA. Love warm sun in April
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Want to talk ? Join starting now!
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Today we are going to be using the good old Q1, A1,Q2, A2... format!
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This is an absolutely massive topic so we are going to focus on types within !
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that's awesome! congrats!
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welcome John! first time?
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Let's go ahead and get started with Q1 for
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Q1: What is Response to Intervention (RTI)? How can formative assessment be used within RTI?
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Great! Are you joining the chat? Include so it shows up in the feed!
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Q1 is now up! Make sure to include within your tweet!
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A1: formative assess. help Ts know how and if Ss are responding to interventions
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great to have you with us!
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A1: researching RTI now, unfamiliar with it! I think in general making formative assessment high quality but reasonable
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A1: Response to Intervention is a framework with the goal of honing the level of intervention an individual student needs
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Feel free to tweet multiple times for each Q!
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great that you are digging into RTI! in what way should be reasonable?
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A1: RTI = Meeting my students' academic and behavioral needs
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that makes a lot of sense! is this done by regular ed teachers or special ed teachers or all of the above?
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A1 response to intervention, learnd abt in grad course last yr,helps id Ss nds & levl of intrvn
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A1: Totally agree! at any level of RTI, lets a teacher know if that intervention is working
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Scholar users, here is your assignment of the week: Differentiated Assessments for Making Connections https://t.co/pMYS7XRoan
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This is done by both special educators and general educators!
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i guess i mean the teacher needs to know their students and to be aware of their needs. hope that makes sense!
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totally does! teacher made formative assessments are formed on logic and what they know about their Ss!
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Hey ! I'm late to the party. Mike from State College, PA
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the framework screens every student and gives different intensity of support based progress monitoring
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Let me know if you need any clarification about terms used! I realize some of us are starting to learn about !
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A2 Use it to guide assmt, support provided, inform next steps
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A2: I use NR for inspiring class competitions, using averages and CR for team projects.
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is that how you can use norm-referenced or criterion-referenced assessments?
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A2: Ts need to be able to understand where Ss are in relation to themselves, others, and standards for content
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Great example of application! why does NR lend itself to competition and CR to collaboration? https://t.co/PF0tlmZIOw
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A2: I use NR for inspiring class competitions, using averages and CR for team projects.
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A2: guide decisions, make it a healthy competition with norm referenced, find Ss who can help other Ss using assessments
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A2 CR assessments inform T & S as to what S knows & informs next steps. Great for all stakeholders
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Great idea! Norm-referenced assessments can help identify groups and partners https://t.co/HoupVhWlHj
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A2: guide decisions, make it a healthy competition with norm referenced, find Ss who can help other Ss using assessments
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to measure and establish growth and growth areas
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A2:increase targeted interventions as soon as possible so students can access grade level content
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How about NR? any use for ?
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healthy competitions can build community and encourage positive risks
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tried to summarize both, see overlap
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When is NR preferable to CR? Struggling for ideas
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I think both are necessary for getting the full picture (absolute and relative) https://t.co/CcliYu9XVr
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A2: Ts need to be able to understand where Ss are in relation to themselves, others, and standards for content
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and to keep students progressing with adequate support
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definitely! builds social skills too I would think, how to win as well as how to lose gracefully
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norm referenced assessment to analyze one's own teaching and interactions with sub-groups of students
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Great discussion! we are really honing in on types of FA within RTI and their use in providing Ss with what they need
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Q3 is now up! Time for some goal-setting strategy sharing! Yeah!
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what about my idea in the other thread?
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So we agree that each S is unique. How then can we accurately gauge our effectiveness? Am I missing something?
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Doesn't give deeper insight on what Ss need to work on but Q why certain Ss are exceling+ others are not
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A3: there needs to be checks along the way to see progression and to adjust approach
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A3: it is SO important to have students involved in their goals
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I didn't even think of that but it is such a good idea!
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Q3 (in a nutshell). What other methods can we use to initially set quantitative goals?
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A3 ID specific skills/criteria that go into achieving that average score then articulate levels of proficiency on 1-4 scale
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A3: Another method is to base it on a students rate of improvement on skill (benefit: based on Ss)
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Proficiency scales can be powerful tools that aid in Ss understanding of progress
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definitely and they take into account a variety of skills rather than just one!
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We need to make sure we remember the power of skill vs. just standards!
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Totally agree, John. Makes planning for each learner easier on the teacher, as well
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what is the difference in your opinion?
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There definitely are parallels as skills may be need to reach standards but skills go beyond i.e. social
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A3 Agreed, doing this w/class on new area starting tomorrow, will track progress/growth, monitor
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I can see where this would be useful info for RtI but should growth/progress be factored into semester grade?
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Data gathered using a general-outcome assessment. How is it useful? What Q's do you still have? https://t.co/dWlbBRggWy
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Definitely useful info for RtI but should growth/progress be factored into semester grade?
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Q4: Data gathered using a general-outcome assessment. How is it useful? What Q's do you still have? https://t.co/P9hjzuWoUU
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Great stuff, Rachelle. What tool(s) will you use to track their growth?
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I think it depends on how the grade book is set up....and if SB, consider what is progress
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Can we define general-outcome assessment?
