#formativechat Archive
Discuss the implementation, impact of Formative and formative assessment.
Monday May 9, 2016
7:00 PM EDT
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Today we will be using the Q1,A1,Q2,A2... format! Make sure to include in your answers!
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Please start by introducing yourself and your role in education!
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Hi, I'm Ylonka from Dominican Republic, work at secondary
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Hey Ylonka, welcome! What do you do at your secondary school?
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Hi friends! Rizza here k-3 T from Philippines first time to join this chat
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Hey Rizza! Welcome! What inspired you to join today?
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Hello! :) I'm a 6th grade math teacher in NJ.
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Silvina 2nd Grade Teacher!
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Can't participate tonight, but I look forward to catching up later!
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Hey Annette, welcome! I used to teach 6th grade math in NY! Sorta similar!
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Wlecome Silvina! Great to have you with us!
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Hey, Rachelle from Pittsburgh, Span & French T, recent grad :) masters in IT now, finally!
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Haley, instructional coach at public Montessori in Waco Texas
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Woohoo! Welcome Rachelle and congratulations!!
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Middle School Religion Teacher
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A1: I'm looking at what the S is already doing and where S needs to go next. How did they arrive at answer?
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Let's get started with Q1!
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Sorry my wifi's acting up
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Q1: When you review student responses to a formative assessment, how do you mentally organize them? Why?
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Welcome Mark! First time?
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learn more about the role of formative assessment in our lessons
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A1: mentally look for understanding Checking for how they arrived to the answer Placing them in mental intervention groups
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definitely did this too! Asking myself, what strategies are Ss using and how can I help expand their toolbox
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A1: I ussually look at what they got wrong..to improve what I do..."If the student hasn't learned, the teacher hasn't t
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How do you decide the intervention groups? Based on the kinds of mistakes they made?
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Exactly. Students may have "wrong answer" but for different reasons and need different things.
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A1: I often find it helpful to categorize responses into "got it", "kinda got it", and "don't got it"
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A1 by checking Ss responses I can quickly know where to go next, I can plan mini lessons or entrance slips
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What's best is having a S just explain work & find own mistake! Sometimes just talking it out is all needed.
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based on common misconceptions, performance, ability, train of thought
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Definitely that too. I'd ask myself is it a computational error or deeper misconception
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Yes! Very different needs there. I often have Ss analyze their errors and the type of error made.
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great things to look at, I'd also add that group dynamics also played a role for me!
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What are entrance slips? ...I know about exit tickets.
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you are right, when you don't grade Ss work and let them figure out mistakes it's more powerful
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great idea! Dynamics make up 90% of understanding in a small group setting! (My thought)
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true+spotting trends in Ss misconceptions can help you decide between whole-class vs. individual intervention
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Sim. to exit tix, but given at beginning of class. Great after a flipped lesson or on pre-req.
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Great conversation about embracing mistakes in ! Let's keep it going!
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A1 look for trends see what was strength/ weak area, revisit my plans, look for ways to help
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I use them often to form groups and check in. Can also be used on previous day's work.
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Q2:What are ways you can implement mistakes into class activities so that all Ss (regardless of performance),learn from them?
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Hey peeps! Shai, HS Math T from PA here. Not sure how long I can stay. Grad work is calling. Rather be with y'all.
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A2: 1/2 Error analysis is great for this. Present a problem and a "solution". Find what the S did incorrectly,
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A1: I like to mentally organize by responses, who get's it, who is missing a small piece, who needs me.
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A2: 2/2 explain misunderstanding, and explain/show what should do.
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A2: We look for bear traps-answers we fall into if we aren't careful. We write descriptions of ways ppl can make mistakes
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and with this, I would take a role as a partner in problem solving rather than judge
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A2:I again look at where I need to reteach,..usually working with a group of students and then extend to the whole class
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A2: Sometimes we discuss possible errors Ss may make BEFORE tackling problem. Makes good discussion, too.
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Q1 I like to preface the review with: Here is some things many of us need to work on
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I often tell the kids to find their mistake and then explain to me what it was and why it was wrong.
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agree, this is almost like triage except Ss who get it need their extensions too(if that makes sense)
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what are ways you can take mistakes from a group and turn them into learning opps. for whole class?
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A2 use mistakes to help clarify material for all,reinforce,then build on it/create new application
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Have s find solutions to common misconceptions Explain their thinking. Make mistakes on purpose. Class discussion.
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Absolutely. Those Ss are asked follow up questions, asked to help those that don't get it, or thrown a curveball.
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Always more powerful for S and T!
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Mistakes help us improve. Change your words change your mindset.
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yes...sorry for the delay of response
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Are the Ss running the error analysis or are you?
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interesting, what does writing descriptions look like? do Ss annotate samples?
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A2: I do things like "get the goof". Ss have to figure out what I did wrong, explain why it was wrong, and then fix it.
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They are. They discuss with partner and discuss. Share out later.
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1/2 Sometimes it's a problem presented to them I've created with common error often made.
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2/2 Sometimes it's their own data presented. Look and discuss where errors may be.
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Cool idea! If you naturally make mistakes too and have Ss find them, you are modeling that mistakes are learning exps.
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Me? Make mistakes? Ha! JK. I made 2 mistakes in my video lecture today. Ss called me on it.
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set up good old fashioned co-operative learning groups? with a team activity/review like jeopardy or Kahoot?
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A1 Sort into understanding lvl & then think what can I provide 2 find out more about what the ones who got it know
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Sorry - forgot to intro - Olwen here from Laos, 3rd grade T & year level coordinator
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I think anything that allows Ss to clearly rep. thinking, that can be shared/projected helps!
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Have to leave chat early. Thank you for the chat! Have a great rest of the night!
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show example done wrong and Ss write why and how it was done incorrectly.
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Q3: What are diff. msgs you can send when you numerically score Ss Rs? What msgs do you want to send? How can you send them?
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For Q3, msgs=messages and Rs=responses!
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Is there an advantage to having them write rather than talk about it? Perhaps for sharing out?
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keep it positive include verbal and written feedback with each score I like s to understand that it's okay to not get it YET.
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A3: I don't numerically score anything that isn't a SA. I just give feedback! Things like, "where did the 3 come from?"
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A3: Students take numbers to heart. I want students to improve. 60% is the Lowest grade I give even if they have scored below
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A3when Ss see a number they stop trying, we want Ss to know there is always room for growth
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Who are the numbers for? If it is about understanding of concepts then explain what is demonstrated and what is not
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On everything, or just certain tasks? Why a 60%? Why not an excused until they get it?
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A3 show score but want them to know why answer is that answer, focus on growth. Understanding and applying
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You send the msg by giving positive, detailed and specific feedback, Ss need to understand there is always room for growth
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writing makes Ss formulate their ideas more conceptually and holds them more accountable for understanding
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we share out first then follow up with writing
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Sometimes I do a "check" for completion. An excused is a good Idea, but sadly, usually I need numbers
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A3: I think by deducting points, it's almost like we are framing it to be a decay of mastery
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A3 you send the msg by giving positive detailed and specific feedback
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A3: When in fact, awarding points aligns with the message that Ss are working towards mastery, more of what I want
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I have used it with students lots of messages in it
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Q3b: What do you guys think about taking off points every time a Ss makes it repeatedly?
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what about a student who has all correct - how can they go forward - does 100% mean done?
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makes the mistake repeatedly?
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A3b: No! Figure out whether it is a understanding error, or computational error 1st. Set rubric accordingly.
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enrichment! I make my 100% ss teach a lesson on the topic. Maybe I am the problem and the ss will learn more from a peer
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so how do you change S perspective re numbers if 100% mean perfect?
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what do you do for them to take understanding of a concept further once they have consolidated
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A3: on one hand, points are just a form of fast feedback but tracking standards-based growth requires dynamic points systems
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usually real life application project. Teach a buddy. Choice board based on standard for fluency.
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So, a Ss that gets a 100% gets more work? 100% might be enough based on what standard you are accessing right?
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A3: on one hand, points are just a form of fast feedback but tracking standards-based growth requires dynamic points systems
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Great idea Silvana! While they might have shown their prof. they can learn a lot from looking at other Ss work
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My Ss do that before any assess is given. My Ss are daily teaching each other. With my , I have time.
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Q4: What strategies can you use to ensure that individual Ss follow up on what they need to work on after they get feedback?
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yes making connections & developing deeper conceptual understandings 2take learning further 100% not an end point
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Make them post their next steps to the Google Classroom stream after doing a check for understanding
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A4: if Ss can track their own learning, then they are aware. at that point, its about building intrinsic motivation to learn
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A4: I use as a way. Ss work on the formative until they get it. Often Ss that need extra, ask for studying ideas
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logging out..i have to go "rough-house" with my son. Good Night and Joy be to You All!
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I like this idea for Q4, having Ss keep a record https://t.co/pAEcbKc5oP
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Make them post their next steps to the Google Classroom stream after doing a check for understanding
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Fun! I remember those days. Mine is 20 now! Have a great night rough housing.
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A4 you give time to Ss to read feedback in class, you conference with them
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have a great evening Mark!
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big focus at my school right now
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A4: I also give required, and optional practice. If you get it, don't do the optional. If you don't, do these. Their decision
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This was fun peeps. Switching over to . Can you say, "avoidance of grad work!" Have a great night, all!
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agree self monitoring empowers S ownership of learning
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A4: Make feedback a Q or step, whether they have addressed it should be nat. part of the learning activity
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Thanks for sharing, I enjoyed this chat. Have a great night
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readinga-z is a great resource to differentiate based on practice needed resources
