Hi! I'm Joy McCourt, flipping HS math and science lessons in Toronto since 2013. Our first day back is Sept. 4, the day after Labour Day. As for how I feel about assessment, this is an area in which I'm still growing heh... https://t.co/DhSfWPwGH1#flipclass#flipclasschat
Let's get rolling by introducing ourselves; grade level, subject, location, flipping experience, and date you are going back to school! Remember we use Q1 : A1 system. Bonus points for using gifs in your responses! #flipclasschat#flipclass
Q1: Let's talk about your student assessment tools and how you are using it in your #flipclass! Tag the tool in your response if they have a Twitter handle. #flipclasschat
A1
I am on the lookout for practical and effective assessment tools beyond the classic pencil-and-paper (which still has value!!)
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I'm a video user, so @edpuzzle definitely figures into my plan to gauge pre-class understanding. My favourite overall tool honestly is a conversation w/each S, sometimes making up a Q on the spot to see if they really do get it. #flipclass#flipclasschat
#flipclass A1: Assessment tools have varied. Used @goformative some. @GoogleForEdu gave me Forms and Classroom, which I used. Our district is starting a partnership with MAPS (don't know the Twitter tag.
Q2: We all know there are formative and summative assessment, but what are we looking for when we are assessing and what is it WE get from the assessments? #flipclasschat#flipclass
I'm 2/3 math this semester after several years of science-only, so I'm also curious about this -- I agree that seeing the steps is so important! #flipclass#flipclasschat
A2 I forget who deserves credit for this, but someone once told me a summative assessment is like an autopsy. The patient is dead.... The formative assessments tell us what Ss know and still need to know (and maybe should retry) before moving onward.
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Thanks! By the way, we are not trying to push any product, teachers know what is best for their unique classroom. We are here to chat! #flipclasschat#flipclass
tweeting co-founder CEO Quim (former Math teacher)
#flipclass A2: All assessments should be formative. Always looking for concepts & standards students understand and don't understand. Constantly planning what to do for acceleration/remediation.
A2: In my province the current terminology is assessment AS learning, assessment FOR learning, and assessment OF learning. There's a lot to say about each but #1 is basically S self-assessment, #2 is to guide the flow of the class, #3 gives a grade #flipclass#flipclasschat
Totally agree! There should be a natural progression between the instructional activities, assessments AS / FOR / OF learning so there is growth but in a natural way. #flipclass#flipclasschat
Q3: How does the purpose of our assessment change the tools we use to get the job done? Share your examples of what you are using for different purposes! #flipclass#flipclasschat
Last year I *finally* figured out how to have Ss take a quiz about the video lesson, give them a meaningful class activity, score/evaluate/verify their performance, give direct feedback to everyone, and wrap things up ... all in a 45-minute period. Phew!
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I feel like I need to design my assessments better so I can get them back to the Ss more quickly, because I *know* this is huge. I do the conversation thing which does give quick feedback, but the more in-depth stuff takes me longer than it should. #flipclass#flipclasschat
A2 sorry for the delay kids getting VERY ready for bed. When assessing formatively I am looking for basic foundations that I can build on in class. sometimes @edpuzzle is the tool for vocabulary and concept formative and in class is the convo/skill FA #flipclass#flipclasschat
Actually, the formative assessment is a way to determine how successful the video lesson actually was! Especially the first time you use it.
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In reply to
@kristi_daws, @flippingwithjoy, @EffectualEdu
#flipclass A3: Often the complexity of the assessment determines what tool I use. If the formative assessment is all multiple choice, it fits something like plickers. If it's a written explanation, I would try something else.
A3 tech is changing math assessment. with photomath and online answerkeys I can only assume that Ss are not practicing skills to success in the independent space. That means practice in that space needs to take on a different role. #flipclass#flipclasschat
A3 the quickness of Edpuzzle (and similar tools) makes it most useful to me in terms of prep for the group space - I can know before going in what misconceptions need to be addressed. #flipclass#flipclasschat
A3 continued: I think the higher up in Bloom's you go, the more time you probably need for the assessment, so tools like projects, debates, physical models, etc. come more into play there #flipclass#flipclasschat
Q4: Let's talk about the differences in classes. What is the difference between assessment in a standard classroom and a #flipclass? How about flipped assessment in a standard classroom? Examples. #flipclass#flipclasschat
A3: I try not to use tools/tech just for the sake of using them. Based on your learning outcomes and objectives, you should vary your assessments. #flipclass
#flipclass A4: In a flipped class, formative assessment is critical. One just can't assign vids and not follow up with questions about S understanding, even if it's informal. Traditional classes have time spent in information relay, so they may not have as many formatives.
A4: Because I like using one-on-one conversation so much, #flipclass gives me the time I need! We often talk about it giving Ss greater access to Ts but we also have more time to listen to them work through the Qs. #flipclasschat
A4: The most obvious thing is I have more time and more opportunities to assess/provide feedback using #flipclass since I’m in and around my students instead of in the front of the room #flipclasschat
A4 in the #flipclass room there should already be a framework and expectation of active learning. Additionally by removing the T from the center of instruction it is a smaller step to move the T from center of assessment #flipclasschat#Studentdemo
In @matthew_t_moore 's DIBs book, it did strike me when he talked about choosing when to use each "digital instruction block" -- there ARE times to have the assessment in the room, and others that are just fine at home, & some lessons are best in class! #flipclass#flipclasschat
Q5: How are you using peer assessments and self-assessments in your class? What tools are you using to help students in these assessments? #flipclass#flipclasschat
That connection makes the biggest difference! My goal in flipping is #1. more active learning and #2. more relationship-building. #flipclass#flipclasschat
A4: The #flipclass gives more options (you can still assess the old way too). 1-on-1 assessment, video-assessment, and other assessment that you can finally do because you have more time in the classroom. #flipclasschat
A5 I start my year with student created work, peer review, and reflection on critique. https://t.co/xCbFhpSalZ my goal is to do as Quim has suggested and use my in-class time for deeper assessment all year. #flipclass#flipclasschat
A5: For a small-group/partner project, part of the overall grade included each students' contribution as a helpful partner.
Sorry I can't find the self-assessment/peer-assessment form right now.
Yes, one S did report that another acted "like a dictator"
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A5 I've regularly had Ss done a self-as'mt around when I have to do a formal report, even giving the list of coded comments that are available to me to see what they'd select for themselves. Amazing how different Ss at 2 schools can be! #flipclass#flipclasschat
I love this as well as students rarely evaluate themselves critically, but they are more willing to quickly critique others. At that point it becomes easier to turn the mirror on themselves when they see the work of others. #flipclass#flipclasschat
A5: In my online class with faculty, I use ePortfolio's and self-reflection essay to share their learning and discoveries throughout the course #flipclass
Hmm - I'm thinking now that I should get the Ss to do lab reports in G Docs and use a similar process! Those less proficient especially benefit from seeing a higher-quality model from a peer (not just an unknown exemplar) #flipclass#flipclasschat
Exit Ticket: What is ONE thing you have gained from tonight's chat that you can apply or dig more into before the next school year begins? #flipclass#flipclasschat
This was my first ed chat, and I gained a wealth of knowledge from colleagues on how they are effectively using assessments in the classroom. Thanks to each of you for sharing. #flipclass
ET ans: I think I need to learn more about single-point rubrics and bringing higher levels of Bloom's into my assessments. (I think checklists might do OK instead for peer assessing the bottom levels of Bloom's.) #flipclass#flipclasschat
Exit ticket: This was my first ed chat. Thanks for making it engaging and sharing your flipped experience on assessment. I have many take-a-ways.
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Reminder to all we are not having a formal #flipclass#flipclasschat next week but will be back in 2 mondays with our last set of guest moderators before go back to the every monday format after labor day. #flipclass#flipclasschat
#flipclass Exit: Introspection and flipped fellowship. I did steal @flippingwithjoy 's "assessment AS learning, assessment FOR learning, and assessment OF learning" quote. #flipclasschat
