#formativechat Archive
Discuss the implementation, impact of Formative and formative assessment.
Monday February 8, 2016
7:00 PM EST
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Today/tonight I will be moderating!
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We are going to be using the Q1, A1, Q2, A2...format
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Please remember to include in your tweet
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Please start by introducing yourself and your position!
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Hello - Phiona - HS teacher in Ontario
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Niko PYP Coordinator from Bangkok Thailand
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Hello everyone, middle school art teacher in NJ
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Hey Phiona, how was your weekend?
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Hi everyone, Rachelle from Pittsburgh, Spanish teacher
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Hi . Shai from State College PA. High School Math teacher that her classes. Go Penguins!
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hey Niko, my parents were just there!
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hey sarah, how's the weather over there?
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hey rachelle, just uploaded your new blogpost to our community website! excited to make it go live!
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- I watched too much TV and did too little work - How about yours?
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Right now it seems to be the calm before the alleged snowstorm!! :)
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Hi Shai, how are the penguins doing?
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Hey . Mike from State College, PA. Instructional tech coach. Psyched to talk tonight
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I was in DC for the TFA summit!
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yeah, I was in DC, it wasn't too bad!
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let's get some critical thinking in!
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Hi, from Northern California!
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Thanks! Always looking to share ideas :)
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feel free to ask the group follow up Q's as we roll the Q's out!
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awesome! whereabouts? I'm from SF
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pretty cool expanding my PLN! plus Janelle Monae performed!
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Let's get started with q1!
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Q1: What are some challenges to using standards-based grading? how can you overcome them?
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I'm back! Sean Kendall from Port Orange Elementary in Florida. I am a third year teacher teaching 5th grade math!
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That must have been exciting - she's super talented
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My name is peter and joining for the first time
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awesome to have you with us Peter!! how's it going?
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great to have you back on the day of the chat!
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LIKE IT OR NOT, we are an early warning system for our students. Read why we must CONNECT THE DOTS https://t.co/1hND9I4Spa
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Hello , Mary, Bus Ed from CT
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Take your time with responses and multiple tweets are totally cool! once again, get it all out there!
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Welcome Peter. Great PLN here!
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A1:Ditching the old norm referencing system &/or distinguishing b/tween standards & standardization
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A1 Done properly, none. Conversations shift toward evidence of learning against a standard. A true reflection of learning!
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Kaitlyn, 3 grade math and science from Alabama!
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that's an awesome pic to show how awesome Sean is!
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Q1 again: What are some challenges to using standards-based grading? how can you overcome them?
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A1: My challenges w/ is the traditional grade book, traditional marking pds, AND being the only teacher that does it.
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true. what's the first step to ditching norm system?
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A1: review rubric w/Ss before & have Ss highlight their predictions. Then allow Ss to self assess afterwards and
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Schools & advocates will face resistance from parents, Ss, colleagues & anyone else beholden to the 100-pt scale
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A1 how to communicate the learning Intentions to Ss in a manner that enables S ownership and encourage them to engage in
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A1: gotta echo . distinguishing standards from standardization? process that Ss demonstrate mastery? product?
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A1 I would think time! We're slowly shifting to . Very slowlyyyy.
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A1.1 Schools & advocates will face resistance from parents, Ss, colleagues & anyone else beholden to the 100-pt scale
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A1: Create many opportunities to scaffold- apply, peer asses and standard objectives
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wow, yeah that must be difficult. does your school have an online grade book that everyone subscribes to?
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Time can definitely be an issue, especially when you teach a state assessed course.
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Uncovering standards with teacher groups - communicating these to Ss
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any good ways to do this?
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A1 learning new methods, time to work with the change, talking w/others, collab
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what do you think takes so much time?
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A1: depending on discipline or vision of school, sometimes change every few yrs - hard to master sometimes
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Yes, we do. One that is available for parents to view.
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Communicating the standard to parents can be challenging.
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can't you use the same standards as the state? or are you using the asessing other things?
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that must be tough. If you want to break away with a different grade book, you can push back from Ps for inconsistency
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definitely! how do you attempt to do this?
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I think we're planning on using state standards. Time to adjust parent, teacher, and student thinking.
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Yes, you can, and should if it an assessed course. I have no problem with time, but others do.
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do you feel like you are able to do this with your own class or are parents and admin preventing this?
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Unpack the criteria with Ss, create success criteria for the process and build your product rubric together
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They sure can. I have every standard listed in my gradebook, but it still is a challenge.
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we use traditional grading. I use assess. Based on standards but have to convert to a traditional grade
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love that! if they know what they need to learn, they should be able to and encouraged to envision final products
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I wouldn't be allowed, since it is the gradebook that is linked to report cards and attendance program
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Q2: After you give a formative assessment, how do YOU track each student’s growth on learning standards?
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we are starting slowly. Our K school does it. Next year 1 grade, the next 2 and so on.
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It's not ideal, but I make it work. I have to have lots of communications with parents though so they understand.
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does it allow for ? apologies if you already said this
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A1/2: I wonder 2 when standards based Ss should show growth-do T's feel compelled 2 start Ss @ beginning So there is growth?
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also then they are more than able to give meaningful peer feedback
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A.1 I love SBG. I think an issue would be different Ts interpretations of the standard. Talk about what it means at PLCs.
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The online gradebook? No.
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For the sake of organization, if you take multiple tweets, follow the Q1a,b,c format!
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A2: I record assessment levels, anecdotal records, etc. so that I can track progress
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that's unfortunate. so what other ways can you communicate growth on standards to parents?
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Dina from NJ. Sorry I'm late
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A2: I give pretests for each standard and then use the same resource for the post test to track progress. It allows Ss
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that's the challenge - trying to match to an actual grade for us w/ numerical grades
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A1 My FA measures understanding of learning Intentions which are standards based https://t.co/HjEMuWG4fS
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Q2: After you give a formative assessment, how do YOU track each student’s growth on learning standards?
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A2: Formative Assessments aren't graded for me, so, it isn't until a Summative assessment is taken is a grade recorded.
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definitely,how a teacher interprets can determine what the product looks like and different interpretations of it
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A2: to focus on where they are heading rather than where they are at.
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no worries! great to have you back Dina!
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A2: having Ss reflect on their progress is also another great way to track their own progress
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A2: in the artroom, projects within units build skills to mastery. Spot checks, benchmarks & peer asses help track growth
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A2a: The FA allows me to have further conversation on the learning process. They don't finalize the learning.
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A2. Pre- test, post-test, exceeds standards for my higher kids. If they pass post test, the move to exceeds
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how do you track their progress on those formative assessments?
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Having students take ownership of their progress is of great importance
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A2 Record it, have paper as well as onnline, ask Ss for input as well, sometimes can be used for my Ss
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love the idea of assessment levels. what systems do you use for this? your own tracker or an ed tech tool?
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do you record this anywhere or just use the data on the fly?
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we use a program called Markbook
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Sorry, misspelled the hashtag. https://t.co/cp4GkEvnfU
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I really don't. No tracking at all on FA, except what is kept in the classes.
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A2 Tracking sheets w/the learning goals listed under the standards being addressed for that unit
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A2 & have a great system for this!
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I loved doing this. gives Ss an equal opp to realize what they need to work on. partnership/coaching!
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My is all done in class. Absolutely no homework.
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I used to use one of these. It gave percentage mastery based on trials
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Q3: In addition to subject-area skills, what are other important skills to teach, assess, and track the growth of?
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both, some FA is more formal and includes 1:1 feedback that is recorded
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A2: for our school standards we can tie standards 2 activities or to the overall course,levels fall into certain score ranges
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I have tracking sheets as well, as you have witnessed the mess.
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also, I think of tracking standards most commonly aseither level for each trial or percent average based on trial. thoughts?
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A3: I don't assess any skills other than those standards for course. However, I do praise, applaud, growth in soft skills.
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Gotta embrace the mess in the teaching game!
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A3: In Ontario we also track responsibility, organization, Independent work, collaboration, initiative & self-regulation
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A3: I used to keep track of participation but sometimes that felt less that objective. 30 Ss, 1 teacher, hard to do
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A3a: I personally feel that if we have to give grades, grades should only reflect course standards. Nothing else.
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A3: Independent functioning, organizational skills, and curiosity. Many Ss just want to be given the answer.
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A3a in PYP we teach research, thinking, social, self-management, and communication skills these https://t.co/9xJOLijLRT
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Q3: In addition to subject-area skills, what are other important skills to teach, assess, and track the growth of?
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A2 Presence, preparation, participation, planning, perseverance& progress. All habits of learning & deserve to be reported
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Throwing this out there as well!How do you remain as objective as possible when tracking soft skills?or is it even important?
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A3: Lose work/fall behind and lack the curiosity (or confidence) to try things on their own. Goes along with independence.
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A3b skills are called Transdisciplinary, they are present regardless of subjects
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We do separate learning skills & academic performance
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How do you do that? Do your Ss get a different score not related to course for that?
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A3 motivation and curiosity. Ss want to be given the answers and not work for them.
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I just asked you about that. LOl.
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Most Art projects build probsolving, crtthnking, collab, communication skills and rubrics assess. The 4C's r in the artroom!
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Soft skills = the non-content skills we're discussing?
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A3: Art projects build probsolving, crtthnking, collab, & communication skills. The 4C's r in the artroom!
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Q3b: Is it important to remain objective when tracking soft skills (non-content skills)? if so, how do you do it?
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Yes-we record their learning skills needs improvement, satisfactory, good or excellent -we assign grades with numbers
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That's exactly why I don't feel they should be part of a grade.
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Joining in from Atlanta! A3: collaboration, solution seeking, creativity, risk-taking. All important skills to assess for
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. Ts struggle with subjective grading. Too much push back from Ps. It's why well written rubrics are important.
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but is there still important in tracking those soft skills?
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A1: we have school-wide standards that all students have to meet and we have assess - we decide how to do it
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pleasant good evening. Just lurking into the chat for the first time
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great to have you with us Stephan!
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A3b: I typically have these skills fall in a separate rubric from the content grade. Assessment is based on a skills rubric
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I use post-it notes to write little notes of encouragement when I see the growth/evidence of soft skills.
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you can still track for own knowledge and inform how you interact with students
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Absolutely! Just reported separate from the academic grade
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A3b You need to treat them the same, have a criteria and learning intentions for them
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Umm...noticing yes, and celebrating growth, yes, tracking...no. (IMHO)
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great idea! can you tell us more about this separate rubric?
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Should the soft skills is referring to be part of academic grade?
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Q4: How can you differentiate formativeassessments to capture the content-specific growth of Ss who struggle with language?
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A3b: Being objective is good because we tend to overestimate what a kid should be able to do. I like to look at the
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Student love them. I actually find that the Ss keep these notes. https://t.co/h45jNIAFL6
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I use post-it notes to write little notes of encouragement when I see the growth/evidence of soft skills.
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rubrics are made for each skill being assessed. Each point awarded is based on the level of skill demonstrated
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I think anything we can do 2 help Ss develop those soft skills is great even when not formally assessed
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A3b: best and weakest Ss in a skill and put a range on where kids should be.
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Agreed. Have u tried getting the students help register their participation or tried using learning diary apps?
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We do include them in the overall academic performance, no single grades
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but do schools require that students climb the same tree? if so, how do you support students in this?
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Absolutely. I often say, "I am a T, and then I am a math T!" It's my job to help T Ss good citizenship.
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My Ss are expected to climb the same tree. Lots of small group time. Close gaps to build up new.
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I LOVE this cartoon. I actually sent it to my senator via email once.
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Does this change if you don't use it for a grade?
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or I don't want to assume that you do. does it change if you it for a grade vs. not?
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A4: we have modifications for students identified as ESL - if language a barrier/specific tutors that support the students
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Schools that don't probably aren't following the law, so yes
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A4: Think about our Ss - ability, interest, culture, experiences etc.
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Love this one, Niko! I've shared this with kids so they know fair DOES NOT mean equal
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A4: Same way you differentiate for anything else. For my language Ss, you simplify (the language) what is being asked.
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that's a great practice. taking out the jargon can help students reach the key skill
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when I write an activity I have to watch examples I use as not all Ss may have same life experience/background
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what about for verbal assessments where you ask the whole class?
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Q5 is our last question of the night!
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You have to ask, "Am I assessing language, or math?"
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We bring shame on our profession when we don't honor the strengths, passions, questions & struggles of each S
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true! sometimes I found the biggest issue was comprehension of verbal and written instructions
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exactly - that's why have to get Ss to add examples & be careful not to privilege some exp. over others
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Being math, not many "verbal assesment" are given, but I have rephrased what's being asked to clarify for ELL Ss.
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Q5: How do you decide which assessments will count towards a student’s final grade?
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What kills me is that state assessments don't honor those things! Drive me insane.
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In my context every teacher is a language teacher first
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That looks awesome! Are you able to share the entire rubric?
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A5: if it shows knowledge of standards acknowledged as mastery needs
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Growing up partially deaf, verbal directions often had to be rephrased for me anyway. Common practice of mine.
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A4: Translate work, use speak pipe to read the problems to them, and grade based on concept knowledge but expose them to
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Pretty sure that Sir Ken Robinson guy has something to say about changing educational paradigms :)
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A4: rigorous ?s. Meaning give them numbers to compute for grade, but make sure they still get exposed to word problems.
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A5: I wish NONE of them did, as I wish we didn't have to give graded. However, I have designed SA that do count.
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we need to inspire our learners and be inspired by them
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can you explain this more? :)
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A4 differentiate, based on our knowledge of Ss needs,
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A5 Important to acknowledge that T may not have a say in this
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A5/a: checkpoints, review, things that help Ss reach the goal I usually don't include as this is the learning -
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real world application problems/projects to supplement regular tests!
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A5b: finished activity/project yes - now show me what you know
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A5 I believe only summative assessments should count toward the academic grade
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should their only be one at the end of the unit?
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for students that don't get it the first time, do you build in opp. for re-teaching before finally graded?
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I believe grades that r reported such as report cards should show an understanding of content required 4 mastery
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the process or the product, that's the question
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A5: We take a pretest, learn, assess, solve tasks, post-test (grade). If all did poorly, check fairness with colleagues.
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I have a SA for every standard in my class. I don't have units.
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in other words, I'm not a huge fan of homework grades, unless harder for accuracy, etc
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Yes, but Ss should have options as to how they demonstrate proficiency of standards
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A5 Depends my goal/use of, usually build up w/tasks leading to summative, want Ss to show what know/in their way
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A5: This is a struggle for me since I would want to build in as many opp. for Ss to re-learn butalsodon't want toteachtograde
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in other words, I'm not a huge fan of homework grades in grade books unless grades for accuracy, etc
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That's what FA do for me. Through FA, I know when my Ss are ready for an SA. Always able to improve.
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I've been coming up with a lot of mine on my own and collaborators within our district. Love illustrative math
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Makes sense. I wrote mine in a way that they were revisited throughout semester
