Hello, all! Nick from Erie, PA. HS ELA teacher who has increasingly been using formative assessment to drive a reading-writing workshop approach in class! #formativechat
#formativechat A1 I pre-assess and then build from there. along the way continual formative assessments to test the waters of move on, try again, and remediation.
Hi #formativechat! Keri from NYC. ESL teacher and instructional coach. Founder of #ECSchat, the ed case study chat, Sundays at 7 PM ET. Good evening :)
Hello, all! Nick from Erie, PA. HS ELA teacher who has increasingly been using formative assessment to drive a reading-writing workshop approach in class! #formativechat
A1: I never assume all Ss will ‘get it’ the first time so everything is formative. I think of it as casting a net and seeing what comes in. If I have some who clearly understand they are given independent practice or extension. Frees me up for small group or 1:1. #formativechat
A1: In writing instruction, personalized feedback during conferences supports what each student currently needs. Esp with writing, we can always circle back/around to skills #formativechat
A1: By using FAs we can differentiate groups and allow students who are ready to move to independent practice or enrichment and work with those who need more time. I've also been looking at using playlists more this year. #formativechat
A1: Formative assessment can support different paces of learning through:
* Student choice and voice
* Differentiation - ELs do key
questions, not all
* Student reflection
* Students teaching one
another
#formativechat
A1 A couple years ago, I'd give exit tickets on index cards, collect them at the door, and grade them at night. The next day, students would receive table assignments based on their scores. #formativechat
A.1 It comes down to equity rather than equality. We need to do what is best for the students entrusted to our care. Formative Assessment allows for this differentiation.#formativechat
A1: Formative assessments are perfect to support different paces of learning. Periodic check-ins with remediation and support to push further ahead are vital. #formativechat
A1: Every activity should have complete relevance and be able to quickly judge where a student is with that concept....and then the next step should build off of that ability. Give students choice and you can make several assessments based off their performances #formativechat
A1 formative assessment supports pacing going beyond a simple end grade in my classroom. I collect data using tools like @goformative or @GoogleForEdu forms...then both my Ss and I collaboratively see what standards have been mastered and which need reteaching #formativechat
A1: Formative assessments allow Ts to determine which standards if any need to be taught, retaught, or extended upon. Formative assessments help drive instruction by saving time so that the focus can be on learning & application based on data collected. #formativechat
A1: Formative assessments help us determine how to differentiate (and for whom), how to scaffold, when not to scaffold. and how to plan for different styles of learning. #formativechat
A1 It helps us to see what each S is working on, their understanding and discuss any areas of concern, we can then act w/addl instructional supports #formativechat
A1: I never assume all Ss will ‘get it’ the first time so everything is formative. I think of it as casting a net and seeing what comes in. If I have some who clearly understand they are given independent practice or extension. Frees me up for small group or 1:1. #formativechat
A1 Not every student is given the same FA, depending on the path they are on, what they do, what they need, and what they show may all be different. I love verbal informal FA's for this purpose #formativechat
A1: FA is key for pacing! It guides my lesson plans & set ups my small reteaching groups for me. Without it, I wouldn't know what students actually know. #formativechat
A1. To gauge where individual Ss are at in the learning process (use a self-paced format already) Observation, convos, check-in, even test styled ungraded questions helps me push Ss who are ready to move on and help those who are struggling to meet the goal. #formativechat
A1: Helps set the pace. Especially when used at the beginning of a unit or lesson. Hattie tells that many students already know 50% of what we're going to teach. How much time could we save? #formativechat
A1 I actually think that formative does very well as a HW assignment that quickly shows who knows what. The ability to get feedback to kids is where formative shines. I get kids re-doing problems and working to change red to green #formativechat
YES!! I even go as far as daily FA's depending on the unit. When we are in really difficult waters, they need more time to adjust to the currents. #formativechat
A1: Formative assmnts support diff paces by: gaining insight into students’ mastery of the material as they’re learning it. These quick check ins help Ts make sure Ss are on track. #formativechat
Yes, agreed. I also feel with the type of FA available to teachers and the variety it allows for instantaneous feedback that does not take forever to access and know where Ss are in their learning. #formativechat
A1: FA is key for pacing! It guides my lesson plans & set ups my small reteaching groups for me. Without it, I wouldn't know what students actually know. #formativechat
A1: In any learning environment, formative assessments establish a mindset for Ss that learning is the fixed part and the pacing/timing is the variable. Not logical to assume that all Ss learn at same pace. #formativechat
A1 Use the feedback/reports to see where each child is. Can students work on something else, do they need small group? Or better yet, do you still have to continue to teach the concept? All these questions can be answered.:)Lisa 5th grade teacher from DE #formativechat
A1- The data from formative assessments allows ts to use the information and place ss in correct groups and allows reteaching and enrichment to be done depending on how the student does.
#formativechat
#formativechat a1 If you can break down a task into discrete modules then ss work thru them gaining in stepping up. Means they can refer to peers too as they pace themselves.
A1: Assess then differentiate instruction, assess then differentiate! Also, it has always seemed natural for me to use formatives to know what i've covered poorly/redo - nobody's perfect. #formativechat
As an English teacher, I like to use @activelylearn for formative assessents. It allows me to embed questions in an electronic copy of the lit. I know where they are at in the text and in their learning. #formativechat
A1: By using FAs we can differentiate groups and allow students who are ready to move to independent practice or enrichment and work with those who need more time. I've also been looking at using playlists more this year. #formativechat
Sure! I post case studies that apply to all grades/content areas and we analyze the issues and propose potential solutions. Here is a sample from a previous #ECSchat. #formativechat
A1: we can create a continuum, places where we want all ss to get to, some to get, and a few to get to. Set small measurable objectives along the way, give ss next steps based on that continuum. #formativechat
I absolutely agree! Once I know my kids, while planning, I can design different FAs based on what they need. It doesn't have to be complicated either. You're right about verbal informal--so easy to collect student data on my clipboard as I go. #formativechat
When I used to gamify my class, homework earned XP (not gradebook points) because Ss were actually gaining experience/practice. (I’ve since changed to a workshop model and nearly removed homework outside of some reading) #formativechat
A1 I love using digital formative assssments as a way to engage my students and/or encourage collaboration. And let's not forget have fun! :) #formativechat
Why hide it, right? I show them the exact test on day 1 of the unit with SBG rubrics, we compare, then we learn, they try the questions as the learn, summative at the end. They get to see the test 2-3 times before taking it. #formativechat
Yes! I like the idea of student reflection. No matter what level the student is at, they can reflect on where they've been and where they are going! #formativechat
A1: it really sets the stage for differentiating! Helps to ID student leaders for the topic, student helpers* (one of my tricks for the ones that need reinforcement), stations & student choice. #formativechat
At the core of FA is the idea that each student possesses a unique learning narrative — this cannot be placed in a standardized setting since it must be told from the student’s perspective. #formativechat
Yes! I like the idea of student reflection. No matter what level the student is at, they can reflect on where they've been and where they are going! #formativechat
Kind of like how as adults we appreciate when our knowledge and time is valued at staff meetings and in-service. Kids aren’t that different from us. #formativechat
A1 You can formatively assess student learning at the beginning or other key points in lesson/unit. Results can be used to group students who you charge to complete a series of *PLANNED* learning activities that differ by pace (or product or process). #formativechat
This is a fantastic idea! When I used to only have a few in-class writing days, I’d have a queue on the board for Ss to sign up, but I’ve just been relying on hands during workshop: time to bring back the list. Thanks, @MaddyLavoe! #formativechat
I use a combination of @goformative and #googleforms for both. I love the open ended red, yellow, green option of GF and the quickness of forms. #formativechat
In reply to
@blouch_kristen, @TeachPLV, @goformative
A.1 If we are to create Lifelong Learners the process of consistent formative assessment is essential to functioning in today's ever changing world. #formativechat
A2: All formative assessments were in the grade book, but were not part of the grade. Students could see what they got, change it by redoing it, and look at how close they were to mastery. #formativechat
Haha. A few...working on changing that. Several have jumped on board. Now a district coach on standards based learning and grading practices. #formativechat
A1 - Formative assessments allow for low pressure understandings of where a student is in relation to where they should be. I often give little questions that require writing and I discuss the results immediately with students who are struggling. #formativechat
A1: Formative assessments allow Ts to determine which standards if any need to be taught, retaught, or extended upon. Formative assessments help drive instruction by saving time so that the focus can be on learning & application based on data collected. #formativechat
A2: Take away the idea that if they "fail", they're a "failure". F.irst A.ttempt I.n L.earning....let them understand mastery and not a number game #formativechat
A2 Ts need to use FAs as a stepping stone toward discovery and understanding Using them like mile posts on a journey would reduce the stress of grades on Ss #formativechat
In an 80min Block: 15min independent choice reading, 20min lecture/lesson/modeling, 45min workshop to complete tasks I modeled/assigned with me conferencing or doing individual mini-lessons (more at https://t.co/CwOXs0KtIC) #formativechat
In reply to
@timlriley, @holliewood24, @Runningexperim1
A2: Grade the process heavier than the product. Allow reworking and have them reflect on their process. Be positive and help them see their growth as being in their control. #formativechat
A2 - Work more on formative assessment that are low graded or participation based. This still give us data and moves the student forward with little grade risk for students. #formativechat
Why hide it, right? I show them the exact test on day 1 of the unit with SBG rubrics, we compare, then we learn, they try the questions as the learn, summative at the end. They get to see the test 2-3 times before taking it. #formativechat
A2:
1. I think we have to be very mindful of mixed messages we send kids. A barrage of diagnostics in the first few days of school where everybody covers their papers speaks louder than us saying ‘don’t worry it won’t go on your report card’. #formativechat
A2: Standards-based grading! Just make sure kids understand the standards (and that you understand how you're norming). It's nice to see progression on a specific standard or goal instead of "you lost 7 points here and 4 points here and 5 points for lateness". #formativechat
A2 this year I plan to throw out traditional grading! A simple change in the dialogue like seen in @mssackstein book “hacking assessment” can truly change a Ss mindset and support risk taking #TTOG#GrowthMindset#formativechat
A2: There can and should be a difference between grading and marking/editing. Adding a step with allowing Ss to do error analysis where you have underlined/highlighted can make a huge impact. #formativechat
A2: It all depends on the type of environment we’ve set up. If we promote a growth mindset & risk taking as well as provide support along the way, our Ss will feel safe to do so. We need to prepare our Ss for the expectations & set them up for success #formativechat
A2: If possible, allow Ss to choose when they wish to have their work formally assessed (i.e., grading). When a grade is awarded, Ss must have opportunity to resubmit or attempt for mastery. One-and-done grading kills risk taking. #formativechat
A2: So many; homework should be practice without expectation of mastery - grade it as such (if you must). Allow corrections to summative assessments so students can learn from their mistakes. Most of all _celebrate_ mistakes in and teach Ss how to learn from them. #formativechat
A2) I tried a Choose Your Own Assessment for the end of my Gatsby unit. I gave them 6 options for the final assessment and encouraged them to take risks. It was awesome and was surprised that the kids that chose the traditional test scored below class average.
#formativechat
A2: Shifting to SBG and not grading everything. Focusing on standards rather than tasks helps cut old fluff assignments and directs learning. School must be about learning, not collecting points #sblchat#formativechat
A2:
2. I am a huge believer in diagnostics but my thinking on what those look like is starting to shift. Why do they always seem like a test? Why can’t they be more informal and conversational? Collaborative even? #formativechat
A1 Not every student is given the same FA, depending on the path they are on, what they do, what they need, and what they show may all be different. I love verbal informal FA's for this purpose #formativechat
A2: "Grade" without actually grading! I stress to my Ss that the grade is meaningless if they don't actually know the information. As @TechieTeachOtt says, cheer when Ss fail. Then you can teach them something! #FormativeChat
Interesting. What is the structure of your workshops? Do you base them off of student progress/understanding at a specific point in lesson/unit? Tell me more!! #formativechat
In reply to
@holliewood24, @NAEmmanuele, @Runningexperim1
A2: Grade less concrete & more abstract. Or provide students with options in regards to assignments. They'll naturally gravitate towards their strengths, which potentially keeps them in their comfort zone. Student success is the end game. #formativechat
A2 Stop grading! My kids are always impressed by their improvement. Why can't they be given another chance to get it right with some help? #formativechat
A1: Helps set the pace. Especially when used at the beginning of a unit or lesson. Hattie tells that many students already know 50% of what we're going to teach. How much time could we save? #formativechat
SBG is just so much more effective in providing accurate assessment of student achievement and takes the guess work out of scoring odd answers. Ss prefer it by far #formativechat
This is why I like foreign language, because the students actually speak what they've learned vs. memorize it long enough to fill in a multiple choice assessment. #formativechat
Yes! When we focus on standards or our summative tasks, all other tasks become formative tasks to learn from, rather than directionless word searches or busywork that is put into a gradebook #formativechat
A2: Encourage Ss to exhibit their learning in various formats. See grading not as the end of learning but more of a confirmation (or affirmation) of their learning. #formativechat
I just mentioned something similar in my response. Providing students with opportunities to showcase their strengths, all while learning is key! #formativechat
A3 Engage in more frequent check-ins. ask Ss what they are learning and to explain in their terms, encourage more curiosity by asking what-ifs #formativechat
A3: Always make it relevant....find a way to make those connections. They might not recall content, but they'll remember something that it connects to that matters to them #formativechat
#formativechat a2 Having a 24 hour turnaround means ss csn test a skill, fail, come back every 24 hours till they've got it. Found they practiced with peers in that 24 hours. Do a lot of skill repeating drill testing during recess or lunch
I put all the tasks/assignments for the unit on our LMS and leave them open for the students to complete at their pace. All of the tasks need to be completed by a specific time. On our non workshop days, I lecture or conference with small groups on their progress.
#formativechat
In reply to
@bluknow, @NAEmmanuele, @Runningexperim1
A3 Its important that Ss have access to their FAs so they can self-track their progress If they can see where they've been, they will be able to see growth & become more confident #formativechat
A2: By giving students choice & voice on how they're assessed informally throughout the learning cycle allows them to see their progression. Constant feedback is key #formativechat
A2 I asked my admin if I could change the formative grades during a unit to match the summative grade. I wouldn't lower grades, only raise. I would only do this on work turned in. If a kid flops on a concept but gets it by the test, it would reward grit. #formativechat
A3: Continue to embed the skills they have learned into their new activities. They aren't one and done skills--they should continue to be a part of the overall process they are learning. #formativechat
A2: All formative assessments were in the grade book, but were not part of the grade. Students could see what they got, change it by redoing it, and look at how close they were to mastery. #formativechat
A3 - Give them options on how to retrieve and share: one-on-ones, small groups, think/pair/shares, large groups, videos, etc. Also have the same level of diversity in assessments: writing, reading, spoken, videos, etc. #formativechat
Workshop time is daily. I set deadlines for assignments (more generous than not) and accept late work. Ss have 2 or so tasks at a time with vocab (@membean) and grammar (@GrammarFlip) practice as anchors. Ss keep daily work logs to develop time management #formativechat
In reply to
@holliewood24, @Runningexperim1, @membean, @GrammarFlip
A3: Apply content to the culture in your classroom. Demonstrate throughout the year how the various lessons apply to the overall pictures of the grade level or course. Helps them to prevent memorization and engage true learning. #formativechat
A3: Practice it. Have to space it out & tweak the task. From "Make It Stick" Beginning of lesson, End of lesson, Within 24 hours of the assessment. Forgetting a little bit is good. The brain struggle is better for long-term memory. #formativechat
Check in often, review lots, let them practice (with test questions or test similar questions), give them choice in how to learn, constructive feedback. #formativechat
A3 it’s important to keep a “working portfolio” that not only holds Ss accountable for their learning, but allows them to look back on what they have done...mini conferences to reflect on learning...giving them a #studentvoice are all key to cofident learners #formativechat
A3: I think we need to focus more on teaching skills vs content. When I started teaching I focused more on kids learning the different classifications of rock than on how to find that info for themselves. That’s a problem. I’m working on it. #formativechat
A3: A major element in learning success is the WHY. If educators do not explain or affirm the WHY of the learning excercise, Ss will not apply previous learning to the challenges at hand. #formativechat
A3) 2nd chance learning allows students to activate what they have learned and develop confidence in their ability to learn. Sometimes it takes us all more than one try to get it right.
#formativechat
I hated the "show your work" teachers in school, but now that I work in a school, I see the benefit in it! Making that strategy apply to real-life situations will help students understand the significance of showing their work. #formativechat
A3: Maintain open lines of communication through conferences, reflections journals, and active learning. The more specific descriptive feedback we provide, the more aware Ss will be of the process and the learning journey they are on. #formativechat
A4 Immediate feedback whenever possible, whether paper or digital. Oh @Quizalizeapp is another one of my favorites. Digital, I always check the box for immediate feedback. Small group-figure out where mistakes are. Love to hear, "Oh, I got it now." #formativechat
A3: Can't retrieve something if you didn't learn it in the first place. Use formative assessments to see if students are progressing - but make sure kids are learning new skills instead of just learning how to do scaffolded tasks. #formativechat
yes, just finished reading what school could be, lots of talk about the value and the meaning behind what students are learning, relevancy is so important. #formativechat
A3: I’ve been having Ss keep daily work logs in GoogleDocs and email Home (CC’ing me) every other week to reflect on their progress and share their growth (more info on both of those on my blog—retutning this fall!—at https://t.co/CwOXs0KtIC) #formativechat
Lazy pedagogy fails to help Ss make connections between what was previously learned to the current learning objectives. When learning exercises aren’t scaffolded or related in some way, Ss see chaos. #formativechat
A3 Towards the middle of the year, I let Ss choose wether they are joining small group after a formative. You would be surprised at how many choose to come. Those who don't work hard on figuring it out themselves, then get help if they need it. #formativechat
As #formativechat comes to an end...THANK YOU to all the #eduheroes that joined in! This week we saw so many great ideas and strategies for helping Ss build healthy and positive relationships with learning!
A3 Many #formativechat participants mentioned self-reflection. Embedding guidance within those reflection moments can support students to become more confident learners. E.g., pointing them to their notes or a work product they completed in a previous learning activity.
A3: Let students teach each other, not only are they retrieving, but they're putting that knowledge into words AND identifying holes in their understanding. Win/win/win #formativechat
They always ask is this for a grade, is this For Points, still worry but we have to help them understand more about the process of learning and growing #formativechat
Learning needs to be relevant- if they can’t see the significance of why they’re learning something, they’ll never find it important or worth remembering let alone applying to other things. #formativechat
A1) Formative assessments are a great temperature gauge to see what needs to be retaught, scaffolded or skimmed as you dive deeper into the content and can be just about anything. Formatives support differentiation in the classroom. #formativechat
Yes Ma'am. I kind of do this will my PL Pathways. Ss take a pre-assessment and that determines which pathway you take. Ex. Red, White, Blue, based on mastery. #formativechat
Thanks for the chat tonight. Looking forward to chatting again next time. Please be sure to check out our website, https://t.co/bHJeKQ6E8Z :) #formativechat
#formativechat a3 Teaching another language, always amazed how few rules ss know in English. If you can play with linguistics, you can retrieve info. Using things like WODB or 2 truths and 1 lie
A3 I enjoy mnemonics and making it fun. Kiddos are more likely to learn when paying attention and more likely to pay attention when they like what they're doing. #formativechat
It opens beautiful communication (between parent and teacher AND, sometimes, parent and student). I have come to love it—and what a great record for Ss (and any G/IEP case managers, counselors, or coaches who are CC’d on it!) #formativechat
A3: Real life connections to learning, review, reflection throughout. Allowing learning to be curious and authentic as much as possible. This is why I love project based learning the students drive the learning making it memorable #formativechat
I applaud you for that - I have conceptual trouble trying to figure out how to teach physics without problem solving homework - but the magic word is "practice" I think - make the stakes much lower! #formativechat
A2) By allowing students to re submit after they have gone back, looked at what they did and made corrections student are being forced to reanalyze their response and dive deeper while being given the opportunity to get a better "grade". #formativechat
My "brilliant" nephew is finding out the hard way. He was to smart to show his work in school, but now gets penalties in his pay for not hitting checkpoints for projects in his job.
#formativechat
A3: Apply content to the culture in your classroom. Demonstrate throughout the year how the various lessons apply to the overall pictures of the grade level or course. Helps them to prevent memorization and engage true learning. #formativechat
A3 This also makes me wonder: what sorts of relevant (read: student-selected) learning data can students collect and represent? How can these “learner representations” prompt reflection and boost confidence in learning (not grades)? #formativechathttps://t.co/3H1iSytykS
Instantaneously you can look and see who needs you help and who is ready to move on. Whereas before it may have been a week before Ss knew what they needed help on and by then it was probably too late. #formativechat
In reply to
@clallen5, @goformative, @blouch_kristen, @TeachPLV
Hank Aaron only got credit for the 755 Home Runs he hit in games. He never got credit for the thousands he hit in practice. Our students must value the practice.
OR DID HE?
#formativechat
I started to struggle with the silence during work time. It felt too quiet sometimes. Now, I impose silence sometimes and other times allow some chatter—it’s amazing when Ss begin talking about their learning (some groups need more guidance in this than others) #formativechat
In reply to
@holliewood24, @timlriley, @Runningexperim1
@Rdene915 nice job tonight. Don't forget in one week #PEAT chat at 1200pm EST. Talkin bout some Passionate, Engaging, Authentic Teaching: It makes kids grow! #formativechat
Boom! Give students the tools they need to actively retrieve learning more independently! Coincides with supporting different paces of learning and frees up more time for supporting individual students! #formativechat
A3 it’s important to keep a “working portfolio” that not only holds Ss accountable for their learning, but allows them to look back on what they have done...mini conferences to reflect on learning...giving them a #studentvoice are all key to cofident learners #formativechat
A2: Pretty much any form of academic writing. I dislike it but I try to make it more active while not making it collaborative, because we don't get to collaborate on academic writing unless we're in PhD programs or beyond, really. (1/2) #formativechat
QUESTION 2: When students are actively involved in their learning, it becomes more meaningful because they've "experienced" it.
Describe a passive activity that you can make more active? Or, share some great active learning lessons you've done in the past! #LearnLAP
It's tough because I want to make it more active but I don't want them to look at the English Regents and realize they never learned how to write alone. I try to make the activities leading up to the writing very active, but I always hated the actual writing part #formativechat
With colleges possibly going away from standardized tests for admission, a student portfolio will be essential to show student work. I'm setting up @OneNoteEDU so students can show lab work and @goformative to save classwork. #formativechat
In reply to
@MrsBeltran4, @OneNoteEDU, @goformative
