Retakes constitute instances of Retrieval Practice when Learners have frequent and repeated opportunities to retrieve their understanding by @LangOnCourse#sblchat
Hello #sblchat! Katie, science teacher, tweeting from the Chicagoland area tonight. Happy to be here and co-moderating with @garnet_hillman this evening!
Retakes constitute instances of Retrieval Practice when Learners have frequent and repeated opportunities to retrieve their understanding by @LangOnCourse#SmallTeaching#sblchat
A1 For me, assess is a verb first and foremost. It is the act of gathering evidence of learning from students. It is something we actively do in the classroom. Assessment is done with kids, not to them. #sblchat
Q1: I for sure see them as both. Formatively assessing students is a verb. It should drive our instruction every day. I see assessment as a noun, something that is produced to show growth. #sblchat
A1 Verb. When we think of assessment as a noun, it can become all about tests and testing. Assessment as a verb helps focus it on learning where the students are learning and performing. #sblchat
A1 Interesteresting question. I see assess as a verb, assessment as a noun. "I assess students knowledge, understanding and skills with assessments.” #sblchat
“The more frequently that our Learners have to check in and offer some demonstration of their learning, the more often you’re giving them Retrieval Practice.” @LangOnCourse#SmallTeaching#sblchat
A1. I see assessment as both a verb and a noun. The purpose of assessment is to gauge our students’ understanding of material. We assess students to make instructional decisions. #sblchat
A1: Instinctively, both. A verb when it informs learning and teaching. A noun when it demonstrates performance. Each are valuable to student growth. #sblchat
When I worked in industry, assessing was a verb, we were taking stock of a situation, and devising a plan to move forward. I try to bring that mindset to my class room.#sblchat
I see assessment as more of a verb in fact that it is always moving depending on its part either by a student, parent, teacher, administrator. All stakeholders can assess depending on what is being asked to analyze. #sblchat
A1 Assessment is a verb. I’m seeing this more and more as I️ include observations and conversations in assessment & evaluation. I’m including Ss in assessment now in a way I️ didn’t used to. #sblchat
A2 Quality assessment tools must be aligned to the demands of the standards or learning targets, show strengths and areas of growth, be relevant, and gather information in an efficient way. #sblchat
A1 I️ differentiate assessments by asking students to give more evidence in areas they have struggled. I️ give choices to provide more evidence by standard. Lots of oral interviews, and listening in class. #sblchat
A2- Quality assessment requires student participation, both in the construction of 'what' is being assessed and 'how' it is. Let's continue to foster student ownership of the demonstration of their learning. #sblchat
A2 depends on its role - if summative is like it norm referenced with margin of errors well publicized (not many chapter tests for this) and as formative should be personalized enough that “next steps” are clearly articulated #sblchat
Josh joining late from California. A2:Quality assessment tools are specific & clear in what they measure. The more specific, the better the feedback potential. #sblchat
Good point. I think this is especially true for our students who do not speak English as their primary language or those who cannot express themselves in written form. #sblchat
A2. The assessment should be reliable, valid, and fair. Meaning the assessment should measure what it is intended to measure and free of bias. In my opinion, assessments should be used to guide instruction. #sblchat
A2: Quality assessments are organic in the learning environment, not disruptive. We shouldn't assess simply because it's the last Friday in the month. Assess when Ss are ready. #sblchat
A2: A quality assessment should be aligned to the standards that were taught and be clear for students. Clear targets for students to hit. They should know what they are expected to know and learn #SBLchat
A2: It measures the target we’ve asked Ss to hit, provides feedback on how to get better, permits student choice in format, based on common & acceptable evidence, etc. #sblchat
Yes - should know what the assessment is doing (and ensure it is a good fit for the students doing the assessment) and be mindful of needed adaptions #sblchat
I look for a quality assessment tool that my students can self assess and give feedback to one another while i monitor and give feedback to them as one type of quality assessment. #sblchat
A3 Assessment systems must be unbalanced IMHO with the formative outweighing the summative. The majority of the work falls on the formative side while the summative is a confirmation of what you already know about student proficiency. #sblchat
Haley joining for the first time.
A2 Quality *self* assessments involve clear targets known to students beforehand and offer a clear pathway for future learning. #sblchat
Takes a while for Ss to get the hang of it. I've held mini feedback workshops, and we've looked at feedback examples. Knew I was starting to get it right when Ss starting saying 'good job' wasn't good feedback and wanted more from peers. :) #sblchat
A3: A balanced system is one that uses data to continuously drive instructional methods and strategies. Unbalanced systems assess for the purpose of assessment (as a noun). #sblchat
A3 Assessment systems must be unbalanced IMHO with the formative outweighing the summative. The majority of the work falls on the formative side while the summative is a confirmation of what you already know about student proficiency. #sblchat
A3 to me “balanced” means it neither overwhelms nor underwhelms - a delicate balance that is not overtaken by practice (AI) and values the individuals learning journey (seesaw may not be the same for each learner) #sblchat
A3: An unbalanced assessment system would be one test at the very end with no chance for re learning. Balanced is multiple assessments with opportunities to relearn material and fill gaps in their learning. #sblchat
Verbal too (or pictorial) my son has issues with written output (especially if he sees it as busy work or repetition of stuff he already knows) but a good talker (and takes in a LOT of info!) #sblchat
A3 “Balanced assessment” needs to include products, conversations and observations. It also needs to involve students in choice in deciding what evidence they wish to add to their evidence record #sblchat
A3 “Balanced assessment” needs to include products, conversations and observations. It also needs to involve students in choice in deciding what evidence they wish to add to their evidence record #sblchat
A “balanced assessment system’’ in the classroom means appropriate use of formative and summative assessment and in a school or district it means appropriate use of large scale assessment in relation to classroom assessment. #sblchat
A4) After attending conferences, I was PUMPED about trying a flipped classroom. But my Ss did NOT like it. They still liked to be instructed and conversed with as a group, small group, and individuals. Which I still did while flipping, but they just didn't like it. #sblchat
A4 The verb and context of the standard guide the decision of assessment method. If the standard states a student must write, then they must write. However, if it says ‘explain’, this could be accomplished by writing or speaking. #sblchat
A4: I really tried to focus on the standard and create assessments that could be done in multiple ways. Obviously if the standard limited that, I would. #SBLchat
A4. Unfortunately, teachers will model their assessments after their state assessments. Format the questions to mimic the test students will see for accountability measures. This limits us as teachers in designing assessments. #sblchat
A4: Decide what you are assessing (e.g. conventions, expression, original thought) and choose a format that best matches the end product. And realize that it might not be the same for all students. #sblchat
RT Q4 When crafting an assessment tool, how do you decide which format to choose (selected response, constructed response, performance based)? #sblchat
A4) It truly just depends on what I'm assessing. Sometimes certain formats fit a bit easier. Sometimes, kids get creative and create new ways. #sblchat
A3. Formative and summative assessment and analysis drive instruction and adminstrative decisions. A balanced system of looking at all areas (even behavior) make for very good informed decisions within the schools and districts. #sblchat
A4: If I’m creating the assessment tool, the nature of the learning target and my knowledge of students both come into play. Sometimes other factors matter too. #sblchat
A4 - Selecting assessment format is a balance of: 1. Which format provides the best opportunity to demonstrate mastery of the target? and 2. Which format affords students the best opportunity to demonstrate mastery based upon their individual strengths? #sblchat
A4: While assessment tools are best decided by determining the most accurate method of measuring student achievement of learning targets, I find constructed response items to most often provide descriptive, quality evidence #sblchat
A2. #sblchat A tool that is of a student's formative assessment more than the summative. A tool that is a reflection of the student as an individual and not just a number or letter.
Not always - assessment must address the skills in the standards in order to be effective, not just formatted in the likeness of a standardized test. If the students are proficient with the standards, we have prepared them for what comes next. #sblchat
A4 The verb and context of the standard guide the decision of assessment method. If the standard states a student must write, then they must write. However, if it says ‘explain’, this could be accomplished by writing or speaking. #sblchat
It's pretty fantastic. Was a long journey to get it to where it is now, but well worth it. Mostly driven by student suggestions along the way. :) #sblchat
A4: One particular issue for English teachers when assessing constructed response items is that we often get hung up on writing style & grammar instead on focusing on the targeted standards being assessed. #sblchat
A5 The evidence gathered from assessment is information to move forward. The evidence sheds light on where the student is on their road to proficiency which provides essential information to move forward. We have to know where they are in order to know where to go next. #sblchat
A5: Formative assessments such as practice, presentations, students proving things to me when I ask, having students create something as well as summative assessments. #sblchat
A5: I have omitted concepts or skills from future lessons that students have mastered and devoted time to spiral teach other skills. Sometimes we scrap the plan all together and teach the Core Standard another way. #sblchat
It is important to remember that assessment results don't only give us information on which students need additional support with their learning. If students are showing proficiency early, it's time to give them something different! #sblchat
A5 Evidence can provide not only a path for next steps, but additionally it can provide entries of engagement on the part of the student on further/additional goal setting. #sblchat
A5: Students can use the evidence to focus their "next steps" - maybe they need teacher help, or peer help, or are ready to tackle it themselves. #selfassess#sblchat
That is a good point. This should be used for specific purposes where we don't follow up the response with "why" - rare in most educational practices. Except maybe math? :) #sblchat
Feedback to students and from students. I post results of our class assessments and then i ask for student feesback on how i can improve, how they can improve and how we can improve. Their feedback is what drives me to improve. #sblchat
A6 We can’t summatively assess all standards. In order to prioritize them, consider which provide readiness for the next grade level, which are addressed & assessed multiple times throughout a school year, & which include skills that cross over to other content areas. #sblchat
A6 With #PBL, I look really carefully at what can be demonstrated in a final product and what can be used along the way. Looking at how well skills transfer also is extremely helpful. #sblchat
A6: In US History we assess every standard cluster on each summative. Formatives depend on where our instructional focus has been; what do we need to assess? #sblchat
A6: I would say that most standards are best suited for formative assessment, but the concepts that build on each other can be summatively assessed to ensure a student is ready to move forward. #sblchat
Thanks so much to everyone who contributed to the learning in tonight's #sblchat. Archive coming soon!
And big thanks to my co-mod @KatieBudrow for all she does to support student learning!
