#MasteryChat is a weekly chat with a growing family of educators from around the word focused on teaching better and reaching more students. Topics cover an array of challenges and solutions for teachers of all grade levels and subject areas, admins, and support staff.
#MasteryChat occurs every Thursday at 8:00pm eastern.
The chat was created by team at @thegridmethod, but is hosted by guest moderators each week. Our primary moderators are @techieteachott, @raehugart, and @jeffgargas.
HELLO! For those of you who don't know me, I am Tiffany Ott- co-founder of #MasteryChat, HS math teacher, & ed consultant w/the @teachbetterteam.
I love learning with my Twitter #PLN & helping educators transform ed!
My five words: Great potential- sometimes used poorly.
Hello and welcome to #Masterychat! I'm so excited you are here!
Take a minute to introduce yourself and give us 5 words (and only 5 words) that tell us how you feel about the word ASSESSMENT
Hey Friends! Rae Here! IL Math Teacher & passionate twitter fan of @TechieTeachOtt! 5 words for Assessment huh........... Proving Mastery and Celebrating Learning #Masterychat
Hello and welcome to #Masterychat! I'm so excited you are here!
Take a minute to introduce yourself and give us 5 words (and only 5 words) that tell us how you feel about the word ASSESSMENT
Hi all!! Marissa here, HS SS T from the DC area and ready to get back in the saddle with #masterychat. Assessment in 5 words: Gotta be better than standardized!
Hi #masterychat! Ray here from Rhode Island. K-8 Math Instructional Coach.
Join us Sunday at 8pm for #edChatRI. We have special guests @rimtamath and @ATMNEmath talking about adding voice and choice to our classrooms!
Hello and welcome to #Masterychat! I'm so excited you are here!
Take a minute to introduce yourself and give us 5 words (and only 5 words) that tell us how you feel about the word ASSESSMENT
Hello and welcome to #Masterychat! I'm so excited you are here!
Take a minute to introduce yourself and give us 5 words (and only 5 words) that tell us how you feel about the word ASSESSMENT
Hello and welcome to #Masterychat! I'm so excited you are here!
Take a minute to introduce yourself and give us 5 words (and only 5 words) that tell us how you feel about the word ASSESSMENT
Q1 Assessment has many names and many faces. Let’s get familiar with some of them! Tell us as much as you possibly can about assessment in just 280 characters! #MasteryChat
Hello and welcome to #Masterychat! I'm so excited you are here!
Take a minute to introduce yourself and give us 5 words (and only 5 words) that tell us how you feel about the word ASSESSMENT
Q1 Assessment has many names and many faces. Let’s get familiar with some of them! Tell us as much as you possibly can about assessment in just 280 characters! #MasteryChat
Sara here taking a break from the @TXGifted#giftED18 conference. I currently teach 6th-8th grade ELA. Assessment and I have a love-hate relationship. 😊#masterychat
A1: Assessment is an measurable observation of current ability. I call it "Academic Temperature Taking" (oral, not rectal).
I believe assessment should be differentiated and frequent.
#MasteryChat
A1. Assessment, in itself, holds the power to gauge the depth and understanding of what Ss have been able to learn. However, this cannot be done with just tons of multiple choice, tons of writing. Also, why do students usually only get one chance??? #masterychat
A1 Assessment is at the core of teaching & learning. Not in the form of standardized tests, though they are useful when used well, but embedded into everything we do. Assessment allows us to know our Ss, support individual needs, & encourage long term retention. #Masterychat
A1 - Assessment is a tool for analyzing what our students have learned in class. It drives instruction and provides critical feedback to students and teachers. #Masterychat
Q1 Assessment has many names and many faces. Let’s get familiar with some of them! Tell us as much as you possibly can about assessment in just 280 characters! #MasteryChat
Q1 Assessment has many names and many faces. Let’s get familiar with some of them! Tell us as much as you possibly can about assessment in just 280 characters! #MasteryChat
Assessment allows for:
-understanding of learning
-understanding what Ss know and what they don't know
-improves neural connections
-can prompt discussions in the classroom
#MasteryChat
Hello and welcome to #Masterychat! I'm so excited you are here!
Take a minute to introduce yourself and give us 5 words (and only 5 words) that tell us how you feel about the word ASSESSMENT
A1) Assessment should showcase what studnets are able to do, not just what they know.
It can look different from student-to-student.
Great assessments require more work to design than poor ones.
Kids tend to perform better on authentic assessments, not tests.
#masterychat
Q1 Assessment has many names and many faces. Let’s get familiar with some of them! Tell us as much as you possibly can about assessment in just 280 characters! #MasteryChat
A1 - Assessment is at the core of knowing what your Ss understand and still need to work on. Both Formative and Summative Assessment play a pivotal role in modifying, adjusting and evaluating instruction to ensure that mastery has talent place. #masterychat
Q1 Assessment has many names and many faces. Let’s get familiar with some of them! Tell us as much as you possibly can about assessment in just 280 characters! #MasteryChat
#masterychat - A1 - Everything that you do in your class should be informing you in some way of the student's level of mastery. Therefore everything you do in the classroom is some sort of assessment of learning.
#teachbetter
Q1 Assessment has many names and many faces. Let’s get familiar with some of them! Tell us as much as you possibly can about assessment in just 280 characters! #MasteryChat
where are you, where do you want to be, how can you get there, what is the next step to get there, what do you need to get there, how can i help you , how will you know when you get there #MasteryChat
A1 Assessment is an opportunity for students to show what they know. Assessment gives the teacher feedback about where the students are in the learning process. #masterychat
We measure student understanding, use of, ability to manipulate content as a way to show mastery. It should never stop and Ss should be able to demonstrate mastery at later points as well as show retention. #MasteryChat
Q1 Assessment has many names and many faces. Let’s get familiar with some of them! Tell us as much as you possibly can about assessment in just 280 characters! #MasteryChat
A1 Formative assessment never stops, we need to know where our students are at! Summative assessments are to show mastery! We need to make sure that we give out kids a voice to show what they know! I need to make sure to give mine more choice! #masterychat
A1 Assessments allows us to evaluate and know our students as learners. What are they taking in, what more do they need, and how do they learn best. It’s something we do at all times, it’s not always written or test! #masterychat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
A1 Assessment is essential for instruction. It is how we know where Ss are, what they need, what has been successful or not. Assessment is our road map. #MasteryChat
A1: Assessments are wonderful tools! Key word is tools (plural). Assessment can be anything. It’s not just paper and pencil. Assessments can be long projects, verbal discussions, or short exit tickets. The power behind assessments is how they’re used to show mastery. #masterychat
A1) Assessment should showcase what studnets are able to do, not just what they know.
It can look different from student-to-student.
Great assessments require more work to design than poor ones.
Kids tend to perform better on authentic assessments, not tests.
#masterychat
Q1 Assessment has many names and many faces. Let’s get familiar with some of them! Tell us as much as you possibly can about assessment in just 280 characters! #MasteryChat
A1 Supposed to be for feedback and measuring where Ss are but is too often high-stakes & inauthentic. Over many years we cleaved to convenience instead of trying to find opportunities for Ss to be spectacular, BUT that is changing and I am here for it! #masterychat
Q1 Assessment has many names and many faces. Let’s get familiar with some of them! Tell us as much as you possibly can about assessment in just 280 characters! #MasteryChat
Yes! I build my course so that there is continuous reassessment and an expectation that students will CONTINUE to know and understand well past and summative assessment! #Masterychat
A1: Formative assessments should drive student learning. We need to know where students are so we know where and how to help them learn by differentiating our instruction. #MasteryChat
A1. Where to start?! Educators & Ss can use assessment to reflect, evaluate, measure, document readiness, learning progress, skill acquisition, learning needs. Tools/approaches can vary widely & data can be used for diagnostic, formative, interim, summative purposes #masterychat
A2: Assessment of learning is for me. Do I need to go back and fill in any gaps? What are the students still struggling with? Where should we go next? Who needs extensions? Who needs remediation? #MasteryChat
#masterychat - A1 - Everything that you do in your class should be informing you in some way of the student's level of mastery. Therefore everything you do in the classroom is some sort of assessment of learning.
#teachbetter
Q1 Assessment has many names and many faces. Let’s get familiar with some of them! Tell us as much as you possibly can about assessment in just 280 characters! #MasteryChat
Q1 Assessment has many names and many faces. Let’s get familiar with some of them! Tell us as much as you possibly can about assessment in just 280 characters! #MasteryChat
A1 Assessment is necessary for data and reflection and should be used to guide your next steps. If you don’t plan to do anything with the data you’ve collected, skip it. #Masterychat
Q1 Assessment has many names and many faces. Let’s get familiar with some of them! Tell us as much as you possibly can about assessment in just 280 characters! #MasteryChat
A1 Assessment should be constant, if not formal, then informal through observation. Formative should be ongoing to ensure maximum learning by providing information to make adjustments as you go. Summative assessment results should not be a surprise. #masterychat
A1-It is meant for Ss to show what they know. w/Formative, Ts can adjust/enhance instruction. Unfortunately, some Ss find them to be boring and don't try their best. #masterychat
Q1 Assessment has many names and many faces. Let’s get familiar with some of them! Tell us as much as you possibly can about assessment in just 280 characters! #MasteryChat
Q1 Assessment has many names and many faces. Let’s get familiar with some of them! Tell us as much as you possibly can about assessment in just 280 characters! #MasteryChat
A1: assessments help us clearly see our kiddos growth on specific topics.
Great assessments allow them to demonstrate their understanding.
Assessments are most beneficial when combined with feedback. #MasteryChat
A1: Assessment is fundamental to best meeting the needs of our students. If we aren’t constantly assessing and adjusting, we waste a ton of time - ours and theirs!
Unfortunately, many educators/PDs focus way too much on summative assessment, when formative is key. #masterychat
A2: Assessment OF learning = student-involved with no surprises and no "gotchas". Seriously, are we out to get students to prove them dumb or to highlight strengths to prove them able?
#MasteryChat
A2: Ss can build projects or make justified arguments over our learning targets. Most often, students are given choice in how they show what they know. Some do prefer paper and pencil, but that’s their choice! Many choose to make sites, digital projects, etc. #MasteryChat
A2: Snapshot of what Ss know or are capable of at the one point in time. I let Ss do re-dos, do-overs, and edits, until the last possible moment. I want to elongate that snap-shot as much as possible. See the writings of the great and powerful @rickwormeli2 for more. #masterychat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
A2 This is all about the end result. After all the learning experiences that have happened, does the S actually know & understand the material? We tend to think about summative assessment in terms of tests or final projects, but I fear that limits us! #MasteryChat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
Q1- needed but don’t overdo. Change it up-not just tests but verbal response/show what you know/let’s chat about’s. Should be authentic. Let kids tell you what their best is. #masterychat
A2: to help the teacher figure out what the student knows and doesn't know about a particular topic. Will help to guide instruction, i.e. reteach, preteach, enrich #masterychat
A2: I use summative assessment to assess myself. I look at low achieving, yet hard working students to see their progress. (Did I actually help them?)
#masterychat
A1: Assessment can help us understand where to lead our students. It helps identify their strengths and weaknesses. Could be done in many different ways. #MasteryChat
It’s so important to offer different types of assessments in many forms. Bottom line: find a way to determine what kids know(or don’t know). #MasteryChat
A1 Assessments are ongoing, changing, and should always recognize growth. They help assess where our Ss are and help lead us to where we want to go. We should be using multiple ways of assessing. #masterychat
A2 Assessment OF learning in my classroom is always based on the learning targets. WE ARE TRYING TO SHOW MASTERY PEOPLE! It is my job now to come up with better opportunities for my math students to show that mastery in different ways! #masterychat
A1: Learning is the destination, instruction is the mode of transportation, curriculum is the vehicle, assessment is the GPS that tells us if we are heading the right direction or not! #MasteryChat
A1 When uses properly, assessment can inform teachers on where their students stand for learning targets and provide essential feed back for students. This inform provides actionable data to inform future instruction and interventions of support. #masterychat
A2 Summative Assessment allows me to evaluate curriculum/programs. It lets me know what essentials need a change before the next year or what needs additional focus before the end of the current year. #MasteryChat
😍 me some @rickwormeli2! Has definitely informed much of my opinion on assessment and grading!
I love your explanation of elongating the snap-shot! #MasteryChat
In reply to
@kruevans, @rickwormeli2, @rickwormeli2
Formative assessments are where most of the feedback of + reflection on learning needs to happen because, as you said, we want students to use the feedback + reflection to make changes in the moment. If feedback only occurs in summative contexts, it's problematic. #MasteryChat
Many types. Only some are effective for true student growth. Formative with student goal setting, alongside teacher observation, is the most powerful. I dislike standardized testing. Summative assessment doesn't really exist unless we expect learning to stop. #MasteryChat
A1: Multiple opportunities and multiple ways to communicate learning and thinking on explicit or hidden objectives. Every decision we make is based on assessment. Every activity we do with ss is a type of assessment in one shape or another. Can be form. or summ. #MasteryChat
A2 Typically projects and portfolios in my classes, it is the culmination of all of our learning activities for the unit, but not the culmination of learning itself! #masterychat
Hello and welcome to #Masterychat! I'm so excited you are here!
Take a minute to introduce yourself and give us 5 words (and only 5 words) that tell us how you feel about the word ASSESSMENT
Teresa Engler Dynamic Learning Project tech coach from PA Happy to join in the chat
Assessment is ...necessary, helpful, drives curriculum decisions, reflective, connected to student success, but...
Can be harmful, hurtful, excessive, and unnecessary
#MasteryChat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
Variety of formats. Sometimes I let Ss pick what they want to do. Measuring it with proficiency scales allows me and the student to see strength and areas of improvement for retake opportunities. #MasteryChat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
A2: As an elementary teacher I don’t assess everything we do formally. Sometimes students need lots of practice to build up their abities and confidence. I think quality over quantity. #MasteryChat
A2. Summative assessment for me is what areas are the Ss weak in? Do I need to cover any areas or holes to fill in concepts that they didn't understand? Where do we move to next with new material? Are they ready to move on? #masterychat
So true! If a whole class does bad on an assessment THAT IS ON ME! There was obviously a misunderstanding that I didn't catch! That's why we need on going formative assessment. #masterychat
A1. Assessments can let us know: where students are in regards to specific learning targets, proficiency levels in various areas,what students might be ready to learn and what areas students need further support. #MasteryChat
Q1 Assessment has many names and many faces. Let’s get familiar with some of them! Tell us as much as you possibly can about assessment in just 280 characters! #MasteryChat
A1: Assessments continue to evolve. At their best, they are tools for both teachers & Ss to chart direction and progress. They serve as a mile marker of a goal along the path of learning. At their worst, they are a punishment, a judge, the final word, & feared. #masterychat
A2 - I think all assessment is “OF” learning just at various stages. Whether Formative or Summative you are assessing what a student understands so that you can make decisions based on the needs of that student. #masterychat
A2 summative assessment so easily can be viewed as a “times up, hope you learned this material cause the door is closing and a new door is opening”. Assessment OF learning has to be and open door. #Masterychat
A2 - I always think about my summative assessments as where do I want students to be and then adjust if they have gotten there. Then try it again to make sure it’s actually worked as planned. #Masterychat
A2. Students at @valorcollegiate take summative assessments at the end of each playlist. This process provides immediate feedback to students, as well. Some great ideas on diverse data sources here: https://t.co/JXVrbTcfIm#masterychat
A2 I look at the work more than the answer to help me see where I need to regroup and reteach. For me, it's the process that I want to see. It helps me see how my babies think. #masterychat
A1. Assessments should provide information on how to meet the needs of Ss to include measuring growth. It should provide feedback on how well the teacher is reaching Ss. It should measure learning. It has evolved into a $$ making business with high stake results. #MasteryChat
a2 i think that if your space has formative assessment going on, the result of a summative will not be a surprise (you should know how your Ss will perform, & they should know) ; summative is just affirmation/confirmation #MasteryChat
A2: I use assessment OF learning when I check in with students to see if they not only remember the content or skills, but also understand it and are transferring that understanding to a broader context. In other words, it is how I know if they are using it. #MasteryChat
Allow students to set the date to prove Mastery. Why should we set the day when all students may be different? Are you ready? Prove it! You got this! #Masterychat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
Q1:there are various types of assessments that you can use in the classroom. If students dont do well on assessment I believe in reteaching and giving a chance to show improvement. I believe students need to track and set goals to help them see progress! #masterychat
Allow students to set the date to prove Mastery. Why should we set the day when all students may be different? Are you ready? Prove it! You got this! #Masterychat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
Q2 Summative assessment data shouldn’t come as a surprise if we are using formative checks throughout instruction. Some would even say a summative shouldn’t be given until there is enough evidence to support the student is ready. #MasteryChat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
I've seen too many rubrics that are compliance-based rather than skills-focused + we've done some work in our district addressing the checklist mentality that, frankly, contributed to grades being very arbitrary + assessments measuring anything but the standards. #MasteryChat
Being full inclusion I view assessment as an indicator of my ability to navigate our way through Ss disabilities, both visible and undiagnosed. #MasteryChat
A2 Assessment of learning usually involves activities that the students do to demonstrate that they learned what we have been working on. Whenever possible it is performance based. #masterychat
A2: i use projects, and rubrics for summative assessments . I am a big fan of PBL and student self assessment through the learning process #MasteryChat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
A2: use it to determine what ss can comm that particular day using that particular assessment tool. Use it to reflect on my instruction, the assessment itself, and ss learning. Set goals and next steps using what I learned from my reflection. #MasteryChat
A2 Asst OF learning should NOT just be summative at the end of a unit. You should always seek evidence that Ss have actually learned content. If it takes extra time to get the learning across, take it. Proof OF learning is how decisions of what’s next are made. #masterychat
A2 Summatives should show mastery of the topic. I use it to look at gaps and reflect on how I can reteach and support my Ss. By the time we get to a summative there have been several formative assessments, so if Ss are still struggling I need to look at my delivery #MasteryChat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
A2 assessment of learning is to certify achievement- what did the student master/the summative. It shouldn’t be a gotcha, they should be prepared and aware they are being assessed. Give them the opportunity to show you what they know. #masterychat
A2 I believe Summative Assessment is showing how the Standards work together. We use our common summative assessments to determine what our understand as a cluster. We want to make sure our Ss are not just learning in isolation but making connections and applications #masterychat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
A2: I think summative assessments have their place and can be helpful but shouldnt be used as the only assessment. Often summatives are given and then nothing is done with data besides used to judge with no background in growth of the student. #masterychat
While things in teaching can be complex, assessing students is really an Art. Whether summative or formative in nature, the teacher and students must work together to implement lessons and tools that best meet the needs of the class. No one size fits all approach. #Masterychat
A2-to create small learning groups, to know when to step up the rigor, to watch for growth, to watch for stress in Ss, to have data to support what I do & to share w/families #masterychat
Not about the grade. We need to be focused on the learning. Allow students to use feedback to rework problems and resubmit. We are here to help students learn and grow! #masterychat
A3: Summative assessments give students the opportunity to demonstrate what they've learned, as well as the opportunity for them to reflect on their learning.
Same for teachers. Summative assessments should help us figure out what to do differently next time.
#masterychat
One of the questions I have about schools is why so many students are compelled to take assessments they're not ready to take because of when a teacher thinks a student should be at mastery. Use formative assessment + trust students to help know when they're ready. #MasteryChat
A3 - I think that a well developed tiered assessment can be a great measurement of understanding but I also think this question 100% depends on the quality of the assessment itself. #masterychat
A2: Summative assessments give students the opportunity to demonstrate what they've learned, as well as the opportunity for them to reflect on their learning.
Same for teachers. Summative assessments should help us figure out what to do differently next time.
#masterychat
I think it’s worth noting that assessment should be immediate. Using assessment today and not implementing that student immediately causes gaps in learning. This is a gripe I have with standardized testing. Test in April, results (July) and data in September. #MasteryChat
A2: I try to vary it... tests, projects (give them a choice of the type), digital or paper copies. I really want to move into having Ss CREATE something digital as their summative assessments. #masterychat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
A1: Evaluation not only assesses Ss understanding of concepts, but also the value of what is being taught and the Ts ability to meet every S at the right level to maximize their potential.
It’s not the end of the process, but the link to the next phase of learning. #MasteryChat
Q1 Assessment has many names and many faces. Let’s get familiar with some of them! Tell us as much as you possibly can about assessment in just 280 characters! #MasteryChat
That is my pet peeve! Assessments should ALWAYS be used looking forward. Yes, data gathering and analysis can be a waste of time. But ONLY if you don't actually use that data to move forward with purpose! #MasteryChat
A2: I think summative assessments have their place and can be helpful but shouldnt be used as the only assessment. Often summatives are given and then nothing is done with data besides used to judge with no background in growth of the student. #masterychat
A1: assessments should serve as check points or guides to what students know and how the instruction is impacting that acclamation of knowledge.
#MasteryChat
A3 I think summative assement is important but should not be the only thing that you base your students knowledge on. I think I would give it a 3 or a 4 out of 10 #masterychat
A3: Meh 7/10.
Too often it feels like a no-do-over permanence of ability - which it is, I get it - but we place too much stake upon it.
Think of it like a photo in a sequence of how the student is still developing.
#MasteryChat
A2: I don't use summative. All of my assessing if formative. Where students are at the end of a reporting period is still forming my instruction. I don't believe that there is ever an "end" to learning. Our system is set up as such, but I don't prescribe. #MasteryChat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
A1
Assessment should be ongoing it should be useful it should be a seamless part of learning It shouldn't always be a written format with multiple choice and open-ended questions It should help ss get to the mastery level help them show what they know & move forward #MasteryChat
Interesting perspective! So you see other kinds of assessment as more individually focused on single standards or subsets of standards and the summative acts as a way to bring them together? #Masterychat
It has it's place in the assessment process, but if you wait until the summative assessment you may have missed the opportunity to know if they get it or not. #masterychat
A3 I don't consider summative assessment to be very effective for STUDENTS (maybe a 2?). Yes, it can provide educators with good information for our own reflection, but if it is truly summative, it doesn't do a great job of helping STUDENTS learn! #Masterychat
Allow students to set the date to prove Mastery. Why should we set the day when all students may be different? Are you ready? Prove it! You got this! #Masterychat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
A3 - Totally depends on the teacher and how they use those assessments. If it’s about mastery (which I believe it should be) then one go around won’t be enough. Summative assessments must be done more than once, even if students initially grasp concepts. #Masterychat
This also leads to important conversations about what it means to grade for mastery + for equity. For example, if a teacher has oppressive + draconian late work policies that dock students points, they're likely grading for compliance + that system is inequitable. #MasteryChat
I’d say a solid 8. There’s always room for improvement but I have definitely upped my assessment game. Ss seem to enjoy doing different things (even though they are harder. #MasteryChat
A2: Assessments of learning are used to mark progress after the learning has occured. Varied in form, they should indicate current level of mastery, as well as areas in need of reteaching. Summative assessments shouldn't be confused with benchmarks. #masterychat
8ish. I try to make “summative” things projects or problems to solve using the skills of the engish class. And the assessment is a learning activity itself— practicing, applying, stretching the skills. So they’re for learning, not a stopping point #MasteryChat
A3 - 5 or 6. It doesn't show the whole story and can often be forgotten in the mad rush to keep pace for the standardized test at the end of the year. To be truly effective, we MUST help our students reflect on these kids of assessments #masterychat
#masterychat - A2 - Even though we all know that a lot of big summative assessments are just a flashpoint, there aren't many other ways for admin/the public to objectively compare teachers/schools. Our state RICAS data came out today, and it is hard not to jump to conclusions
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
A3 I believe it depends. If we use it to determine next steps and to see if our Ss are understanding how the standards work together then it is a 8. If it is just to finish a unit then a 1. There has to be a significant purpose. #masterychat
A3) Depends on what your goal is. If your goal is to help your studnets NOW, summative assessment probably isn't that effective. Most of the time, this is what we want to do. Unfortunately, most of the time, this is the kind of assessment we give.
#masterychat
Yep, I've said, "If you fail, I have failed".
Students are not encouraged by the "What did you get?" comparison talk. Their social measurement is far more damaging than the grade itself. That's not the point at all!
#MasteryChat
A3 5 We need time to reteach. Too often we have a sunmative and have to move on. Also the turnaround time on the data is important, the quicker it can be analyzed the sooner reteaching can begin. #MasteryChat
A2: the summative should really only occur when a student has shown proficiency leading up to the assessment. The summative should be the activity to allow the student to show all they have learned over the course of study.
#MasteryChat
A3: We used assessment in our continuing training program to determine if our training actually prepared plant operators to do their jobs.
If their roles/responsibilities changed, we changed our program. If they struggled, we changed our approach. #MasteryChat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
I love how you said this. Summative assessment doesn't mean that it has to be the students last chance to show their learning. If we just let a student fail, and don't give them that time to reflect, relearn and retry we arent doing our job! #masterychat
A3: Someone once told me that there is nothing wrong with teaching to the test as long as it is the right test for what was taught. When done well, assessment of learning is a 10 when it comes to telling me what students know and what I still need to teach or reteach #MasteryChat
A3: A five at best. With 220 students, it’s impossible to give meaningful feedback (and the time to debrief that feedback) for every assignment. Without personalized feedback, it’s really just an arbitrary number. #masterychat
A3= it will be effective if the tool used to measure is individualized so we truly know this method is capturing growth. Ex. Would an exam better measure what could also be demonstrated in a portfolio or thrua project. Assessment needs to be tailored to the student t #Masterychat
A3 7/10...summative assessments can’t be the ‘last chance’ for students to show what they know. At times I feel this is the reality for many. #MasteryChat
A3 We should give students more choice when it comes to summative assessments and give them the chance to advocate for when it is the right time to prove mastery. If we teach them how to track progress this can happen! #masterychat
A2) I use it to reflect on the values of my writing classroom. I value writing as an effective tool for learning, so most of my summative assessments are writing activities. #MasteryChat
A3: Judging our "assessment of learning" depends on so much. It’s what happens after the kids take the test that determines whether it is formative or summative. If the students shows mastery, it’s summative, and if not AND we do something with it, it’s formative. #MasteryChat
A3: I'd give a well designed summative assessment a 10/10.
1) it puts the content together
2) shows students can understand content
3) shows students can apply content
But most are probably 7-8/10 due to design flaws (mine included)
#masterychat
a3 a "test" (any assessment) can be summative or formative. it all depends on how you use it.... so any assessment can be a 1 or a 10 for student learning #MasteryChat
A3 - It is entirely dependent on the student and their motivations for being in your class and the type of ";;earning" you are trying to impart on your kids. #masterychat
#masterychat - A3 - Summative assessment is great information for a teacher, but it needs to be a learning tool as well. Students need to learn from their mistakes and reflect on their learning process. Without that piece, summative assessments just become another test.
A3 Summative assessment done well can be effective for Ss. Not bc of a grade, but the data gained from it SHOULD help guide future instruction. Now, does it always work that way? No.. but why give a test if you aren’t going to use it’s results for Ss? #masterychat
Yes! Don't play G-d. Guide students on their journey toward mastery and celebrate their victory when you've been a part of their success! If you decide the test is Tuesday ... Does that mean it wasnt a victory if they could prove mastery on Fri? #Masterychat
One of the questions I have about schools is why so many students are compelled to take assessments they're not ready to take because of when a teacher thinks a student should be at mastery. Use formative assessment + trust students to help know when they're ready. #MasteryChat
A3: 1-10 It’s hard to put a number on this because it depends on the student, type of assessment, what the students background (home) is like, how the student feels, plus the students understanding. #MasteryChat
A3. Summative assessment is not used to its full potential because it has so much closure attached to its meaning. Just because the unit has ended doesn’t mean learning has to end also. From what I see summative results are mainly used for reporting purposes #Masterychat
A2 isn’t everything we do an assessment of learning? At each stage of student projects I get an idea of what they remember, what they forget, and how we need to adjust moving forward. #masterychat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
A3) Remember this:
Summative assessments will never tell you "why." They just tell you, "what."
If you want to know why, get to know the kid and reflect on your own practice.
#masterychat
A3: Depends on what we’re trying to accomplish. Determine what ss learned to make decisions? 8 Give ss a “grade” for learning? 3. Never will be a 10. Too many variables. Need to give multiple assessments in multiple ways to get any type of real data. #MasteryChat
Love this. So, then the questions becomes, do we ever summatively assess? Should we? What would it look like if we never had summative assessments in school? #Masterychat
A3: if done correctly 10. Assessments are once again indicators of knowledge acquisition. If a student fails to show they understand it should be a time to reteach and bring them up to speed. Use the assessment for a purpose of growth not just to check a box.
#MasteryChat
YES! Tiff is right! Using this framework - all the gaps with self paced learning & mastery focused classrooms become manageable & possible! #Masterychat
Allow students to set the date to prove Mastery. Why should we set the day when all students may be different? Are you ready? Prove it! You got this! #Masterychat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
sidebar... Shouldnt ALL students get A's? isnt it our job to teach them EVERYTHING? Why is it okay that they do not Master EVERYTHING? Whay is 70% (or 60%) "good enough" .... #MasteryChat
A2. I’m no longer in the classroom but I used them to validate my formative assessments/benchmarks. They ensured that Ss did not forget the info they learned when they took their formative tests. No brain dumps for any “one”test #Masterychat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
Absolutely! That is where my hang up is. Too many just want to assess at the end. We should be CONSTANTLY assessing through observations and discussions. There is no law that says all assessments must be in the grade book. #masterychat
Agree. A thumbs up/thumbs down goes a long way and provides immediate student feedback. I love @GetKahoot as a great assessment tool. It’s fun, always has high levels of engagement, and provides immediate and clear feedback of student understanding. #masterychat
A3 Hard to rate. I think it depends on the assessment itself. A well designed assessment that assesses learning targets/objectives/standards etc. can be very beneficial to both students & the teachers. SS can see where they are on and teacher can use it to reflect.#masterychat
hahaha my favorite!!!
PSSSSSSSSSSSSSSSSSSSSS.... Some teachers actually think this way! Consider, is this for the students or for you? (news flash, you already graduated from 6th grade! Its about them!) #Masterychat
At what point then is our summative assessment really a formative assessment? Is there validity or value in distinguising between the two?
#Masterychat
Also my kids do a journal at the end of non-project lessons. They self assess and reflect. That helps me understand what they are getting out of the lessons. #masterychat
https://t.co/yQpjYbahrv could try a multi-tiered assesesment, but for learning, we want to know growth of the Ss. Utilize the data. Formative assessments would work well! #masterychat
One + done is often the case + it's often the case because of strange beliefs about "accountability," as if people don't get do-overs + second chances outside of school. How can a summative assessment feedback help students "feed forward" in a learning progression? #MasteryChat
Q4 How is assessment FOR learning (often called formative assessment) different OR similar to assessment OF learning (summative assessment). #MasteryChat
A3-I think a 8+. If you aren’t assessing in some way frequently, how do you know if you or Ss are being successful?? How do you know when to differentiate? How do you know when it finally makes sense ??#masterychat
#masterychat - True. Often state summative assessment data comes too late for it to effect your current cohort in front of you. Either that, or you don't get enough detailed results for it to inform your practice.
A3: This is what I meant by love-hate. 🤣 In traditional "old school" form, summatives are about a 2 on the effective scale. They were simply the final word before the next unit in the textbook. Today, they are an 8 if used as tools & compasses for future learning. #masterychat
How else would you effectively test knowledge?
Tests/quizzes aren't the end all/be all, but they are very effective at assessing what students know. #MasteryChat
Some great points on this chat. When I think about assessments I use immediate knowledge as a guide. By this I mean, asking students to explain what they have learned without warning. It’s a great way to help students really master learning and also reflect. #Masterychat
Q4 How is assessment FOR learning (often called formative assessment) different OR similar to assessment OF learning (summative assessment). #MasteryChat
I do a lot of in person grading, where I talk with the student/coach them. I also do a lot of work to teach Ss how to give meaningful feedback to each other (and to self assess!) so that they’re getting information to improve even when it’s not from me. #Masterychat
A4 - Form. assessment is measuring the process of learning and identifying where Ss are in the process. It’s foundational and an integral part of MASTERY learning. I would argue that sound and consistent formative assessment is more powerful than any Sum assessment. #masterychat
We assess when have practiced, practiced, & practiced some more. Then we share the summative. In the words of @paul_bambrick, it should not be an autopsy. We should all learn from the assessment. What are our next steps. Ss should have the opportunity to retake. #masterychat
A4: Formative is given along the way. It covers a smaller chunk of material and allows you to know where kids are before they get to the summative. It is also quick checks throughout your lesson to see if you need to make course corrections. #masterychat
A3
If it's used correctly it can be a 10
Summative assessment is like rungs on a ladder: You do a little bit of this & we take a look at how you did You do a little more and move up & we take another look at how you did Reaching the top rung = Success #MasteryChat
A4 - Formative - gives an indication for the student and teacher of where the student is in their understanding.
Crucial in the classroom.
#masterychat
A4 For me, my summative assessments are almost indistinguishable from my formative assessments. I do not have a "closed" gradebook, which means at any time, Ss can go back & show mastery of past work. So even if there is a unit test, it is not a final evaluation. #Masterychat
#TheGridMethod has totally transformed my teaching AND my relationships with my students! I'm even getting some of my team members to try it and they love what they are seeing so far #masterychat
In reply to
@RaeHughart, @TechieTeachOtt, @MrMarshsClass
Q4 Formative are those quick checks for understanding whether they be observational, conversational, or ‘formal’....they drive instruction and give the teacher valuable information on what’s working or not working to achieve those learning targets. #MasteryChat
Q4 How is assessment FOR learning (often called formative assessment) different OR similar to assessment OF learning (summative assessment). #MasteryChat
A4 Assesment for Learning helps guide instruction and provides a roadmap for the student's needs, whether they need reteaching or are ready for rigor #MasteryChat
I use it as a guide for myselfnlf what we can dabble in and what we need to immerse ourselves in! It’s important to know where your kiddos are ☺️ #MasteryChat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
A4 Asst FOR learning should be the whole point. T’s who test because they feel obligated to give a grade at the end of a novel/unit are costing their students dearly. Everything should be done with the FOR learning lens on. If it isn’t FOR learning, what’s the point? #masterychat
#ILoveTwitterChats#Masterychat is my favorite.
There are few things in this world I like more than being intellectually challenged, pushed, and supported by all of you every single Thursday night!
#ThankYou!
I don't think there is any need to differentiate. Assessment of, for, and as learning are important distinctions. I've heard summative, formative, informative, transformative... At what point can we drop the -ives and actually focus on teaching and learning? #MasteryChat
A3) Assessments that involve both teacher and student reflections on a body of work have proven to be effective in my classroom. So I’d say a 10. #MasteryChat
#TheGridMethod has totally transformed my teaching AND my relationships with my students! I'm even getting some of my team members to try it and they love what they are seeing so far #masterychat
In reply to
@RaeHughart, @TechieTeachOtt, @MrMarshsClass
A4: Formative is given along the way. It covers a smaller chunk of material and allows you to know where kids are before they get to the summative. It is also quick checks throughout your lesson to see if you need to make course corrections. #masterychat
A4:
Assessment of learning is very to the point. You've studied and shown proficiency along the way so put it all together.
Assessment for learning feels like a check in and more open ended.
#MasteryChat
A4 - Formative, which I believe is more important than summative in many cases is the “now” learning. It’s a tool for seeing where students are and what comes next. You do formative assessments to set up those summative ones. There can of course be overlap. #Masterychat
What if every assessment was a formative one instead?
I teach a comp and rhetoric class— the goal is to showcase mastery of collection of skills in writing/speaking/analysis. I kinda envision a spiral of iterations getting closer and close to ideal of
“Mastery” #MasteryChat
You guys are awesome, I took your class this summer and I started using the grid method in my class but I haven't used it as a summative assessment tool. I have been using it to guide instruction. I need to stop thinking linear and give students more control.
#masterychat - A3 - Formative assessment provides more immediate information about student progress towards mastery. This allows us to shift our methods to help reach all learners.
Q4 How is assessment FOR learning (often called formative assessment) different OR similar to assessment OF learning (summative assessment). #MasteryChat
A4 Formatives happen everyday. They are observations, classwork, S discussions. It truly drives my day. I have stopped midway through a lesson and said that I need to rethink and we will try again a different way tomorrow. #MasteryChat
Q4 How is assessment FOR learning (often called formative assessment) different OR similar to assessment OF learning (summative assessment). #MasteryChat
This brings up issues of course design: the skills we teach are recursive. Students should have several opportunities (in multiple modalities) to use + grow their skills, which means that any "summative" assessment is a check for understanding for us + them! #MasteryChat
A4 - Checkpoint vs finish line. How are you doing right at this moment? What are some next steps? Do we need to double back? Where can we jump forward? Not "you're done" #masterychat
Their body of work & how they rate on the #GRIT scale! One test a year decides how successful students will be? I don't think so.....they are individual, not a number on a test! #MasteryChat
A4: Formative are used to show Ss their strengths and weaknesses. Also, can be on a small portion of a learning target.
Summatives are used to evaluate student learning/mastery at the end of a specific learning target. #MasteryChat
Q4 How is assessment FOR learning (often called formative assessment) different OR similar to assessment OF learning (summative assessment). #MasteryChat
"Here are the types of things you need to know and be able to do. When you get to the final assessment, regardless of format, I want to know if you know and are able to do those things and how well so I know what I need to teach next." #MasteryChat
A4 I look at Formative as an opportunity to adjust what or how I'm teaching and how the kids are learning. Summative is the final assessment at the end of a unit. #masterychat
Q4 How is assessment FOR learning (often called formative assessment) different OR similar to assessment OF learning (summative assessment). #MasteryChat
#TheGridMethod has totally transformed my teaching AND my relationships with my students! I'm even getting some of my team members to try it and they love what they are seeing so far #masterychat
In reply to
@RaeHughart, @TechieTeachOtt, @MrMarshsClass
Hello and welcome to #Masterychat! I'm so excited you are here!
Take a minute to introduce yourself and give us 5 words (and only 5 words) that tell us how you feel about the word ASSESSMENT
A4. Assessment FOR and OF learning is most likely all the same for us. We call it summative because we have to put it in the grade book and move forward but in reality, we are reflecting on the data and know we need to reteach some Ss. #Masterychat
I made this change in my grading philosophy after reading @DanielPink’s Drive. It was the best decision. Students do higher quality work and we build grit/tenacity while focusing on the LEARNING, not the grade. #masterychat
Q4 How is assessment FOR learning (often called formative assessment) different OR similar to assessment OF learning (summative assessment). #MasteryChat
A4) FA's are different because they're typically low-stakes, multiple chances to figure it out, and Ss are typically applauded for what they get right rather than chastised for what they get wrong.
Come to think of it, they're kind of like real-world tasks...
#masterychat
Q4 How is assessment FOR learning (often called formative assessment) different OR similar to assessment OF learning (summative assessment). #MasteryChat
A4: Depending on your mindset, they could be the same. Traditionally speaking, they are not. My hope: teachers use summative assess. as formative assess. Education needs to rethink the idea that mastery has a deadline. This is how gaps start and grow. Overhaul? #MasteryChat
Q4 How is assessment FOR learning (often called formative assessment) different OR similar to assessment OF learning (summative assessment). #MasteryChat
I don’t close the grade book until the preprogrammed system does. So the summatives are like formatives. Formatives tell me at that point in time and how to adjust. The summatives go in the grade book but they can go back and retake/redo them. #Masterychat
Q4 How is assessment FOR learning (often called formative assessment) different OR similar to assessment OF learning (summative assessment). #MasteryChat
So, would that be more like formative assessment? What would turn that from formative assessment to summative? Is there even a difference? #Masterychat
A4: Assessment of learning is past tense. Assessment for learning is present. A summative assessment gives a student a chance to prove what they learned. A formative assessment provides a student a chance to improve and learn some more. #masterychat
A4 Assessment for learning is to support and advance students in their learning. Guiding them daily and working with them to monitor their progress and celebrating the growth they making. #masterychat
Q4: Being a college freshman, high school was not all that long ago.... I'm no expert with the "assessment" vocabulary, but I do know that assessments for learning do NOT include simply taking tests on info that's never revisited again #MasteryChat
I also teach them how to coach each other! It’s literally the only way I could ever manage my classroom. At any time, every class has 15-30 unique projects going on at once. I need an army of coaches with me so everyone learns! #masterychat
A4. Formative are quick checks of understanding consisting of smaller chunks of data, see how Ss doing. Summative is a larger grouping of data covered to check growth of Ss. In mastery learning, Ss are able to continuously go back and redo things! #masterychat
#MasteryChat the first thing a test, tests, is will they take the test to the best of their ability. Will they try their best. Is their mind in the right mode or did something happen in their life that has them distracted. Maslow things.
This is my FAVORITE way to assess! I can learn far more informaiton from a quick 1 minute conversation with a student about what they know than I can from a written assessment.
Just had some AWESOME conversations with students about dividing by zero today. :) #Masterychat
I do a lot of in person grading, where I talk with the student/coach them. I also do a lot of work to teach Ss how to give meaningful feedback to each other (and to self assess!) so that they’re getting information to improve even when it’s not from me. #Masterychat
A4: Summative assessment asks "What have students learned?" Formative assessment asks "What are students learning?" Honestly, though, I see them as two sides of the same coin and I flip the coin often when teaching. #MasteryChat
Only loosely related— i find the immediate grade in online gradebook interferes with talking about mastery. I actually give work back with all my notes, but no grade, and have kids do reflection before they ever see grade. Only after this do i enter grd. #MasteryChat
Also, ideally, formative assessment isn't really graded, but, like you said, a place for students to try, get feedback + try again. Even on summative assessments, I give students feedback, we reflect + students self-report grades + make action plans for the future. #MasteryChat
Key is having a rubric, but taking time to give them quality verbal feedback. And teaching the rest of the class to not interrupt when you’re with other Ss- they have to respect each child’s individual time with you. #masterychat
A4: We have started called our “summatives” Final Checks. As in the final check for the unit that is planned. It doesn’t mean we are going to never assess that standard again. So for us they are similar. @amhansen05 I hope I made you proud! 😉 #MasteryChat
A4: I often see 2 main differences: assessment OF learning has feedback on it for the student. Assessment FOR learning often has a few check marks, Xs, and circles, + a mark. #MasteryChat
Q4. Formative assessment is absolutely key to effective instruction. If we don't know of a skill has been mastered, how can we know what skills to teach?#masterychat
Check for student understanding. Making sure you “cover” the material without checking can be counterproductive. Taking 10 minutes today to reteach a concept/skill can save 3 hours or more of remediation tomorrow. Need a solid foundation to continually build on. #masterychat
I really enjoy it when I get to sit at the table with the kids and offer immediate feedback or guidance in figuring out an answer to a question. It makes all the difference with some Ss (most of them actually) #masterychat
Q5 What is your favorite approach or strategy for using formative assessment in your classroom? How do you make it meaningful, effective, and manageable? #MasteryChat
A4
For me Formative assessment has always been show what you know
PBL is a good example
Standardized tests are a way to show what you know
Projects are a way to show what you know
Speeches, papers, paintings, musical scores, and so on...
show what you know
#MasteryChat
A3. It depends no the design & true purpose for the assessment. I would say an 8 for a good design. It won’t take into account factors such as S family issues, illness, etc. so they are not perfect #MasteryChat
A4: Assessment for learning is done more frequently (daily or even by the minute!) in order to develop instructional plans for individuals & groups. Formative assessment lets a teacher know to where the target has moved, and it occurs before measurement of mastery. #masterychat
Q5 What is your favorite approach or strategy for using formative assessment in your classroom? How do you make it meaningful, effective, and manageable? #MasteryChat
A5 - There are so many great tools for formative assessment. I think as long as the questions / activity is targeted and purposefully measuring the specific learning outcomes intended the medium is more about efficiency and logistics than quality. #masterychat
If we think about learning progressions + recursive course design, our feedback + student self-reflection can feed forward into action plans for the future that students. Students can use summative feedback to assess current goals + set new ones. #MasteryChat
Hey hey! Casey here from IL! I’m a reading Specialist and my five worlds to share how I feel about assessment are, “live and breathe it everyday” #Masterychat
A5: My favorite formative approach, honestly, is diversity. I hope to offer students different modes of expression: formatives I can read, view, listen to, or observe. Appeal to each learner's strengths WHILE ALSO developing their areas of challenge.
#masterychat
A5: I tend to schedule it to instruction so no excuses and may only do a few a day and take week to complete. It is helpful to meet with students looking at growth and how we can help the child meet the next goal for formative assessments #masterychat
A5 There are tons of ways to have good formative assessment. Conversations go a long way. @nearpod is a GREAT way to keep Ss engaged and get meaningful data. #masterychat
This is my favorite formative assessment strategy I use in my classroom...allows students to see what their brains knew, what their notes knew, and what their textbook or partner knew.
Really helps to guide further study.
https://t.co/qfhAgH4XCL#masterychat
I do this pretty well with my freshies but I'm having a little trouble with my soph AP kids. They want everything in writing but they never look at it again! #masterychat
Q5: From time to time I like using exit tickets, but for a quicker response I use the thumbs up, thumbs down. Gives quick, targeted feedback. #masterychat
A4 Formative assessment looks at smaller chunks of information. My formative assessments tend to focus on a particular area. My ELs just took a formative assessment to check their progress on annotating. The focus was simply to see if they understand the concept.#masterychat
Q5 What is your favorite approach or strategy for using formative assessment in your classroom? How do you make it meaningful, effective, and manageable? #MasteryChat
A5 my new fav is asking kids to tell me, draw for me, write down everything they know about a topic we just learned about. Mega vital data and low stress. #Masterychat
I think Ss are so accustomed to just getting the grade with a “great!” or a circled rubric that they discard these pieces of “feedback.” In person, they know it’s for THEM, and they can even ask questions for clarification. Seriously, undervalued assessment approach. #masterychat
A5 Conversations, conversations, conversations! In 30 seconds, I can learn more about what a student knows and understands than I can from a 5 question quiz. Give me that contact, that opportunity to read body language and we can really get to the learning! #MasteryChat
A5 - My favorite approach is gallery walk combined with games that stress on the fly learning. The importance of knowing and applying what kids have learned in the moment is key. #MasteryChat
#masterychat - A5 - I love using @goformative! Check out how I used GoFormative to create self paced playlists with video. I completely stopped teaching in front of the room.
https://t.co/oyy36ByfER
Q4 Formative assessment allows for students to take ownership and monitor their own learning. Skill deficits can also be identified and rectified faster. #masterychat
i remember reading about a study one of the international tests did... they ranked all the scores, but also ranked the completeness of students filling out the pretest demographic info : guess what they found #MasteryChat
A4 Assessment for learning suggests a "what if?" for or from student and or teacher/peer. Assessment of learning asks "how" will you show what you know and can do. #masterychat
We definitely need to to check for understanding. We do quick checks everyday (not quizzes). Then we assess after plenty of practice then we give a formative assessment per standard. #masterychat
A5: where are you at. It should be used as a reflective piece for the student and teacher. Students should see what they know. Teachers should reflect if they presented materials to reach all learners. If not it's time to do workshops to get the kid caught up.
#MasteryChat
A5 Truly depends on what I'm looking at. Can be a conversation, a simulation, a writing activity - anything that allows me to see specifically what I am looking for and gives Ss immediate, targeted feedback #masterychat
Interesting thoughts. I think part of the push for all the different -ives has been an effort to get Ts to think about assessment as more than a test at the end of a unit. Many Ts are there- but there are still many who only think of tests. How do we spread the word? #MasteryChat
Q5 Love to use exit tickets or station rotation where I can talk to students face to face to see where they are at. Also love to use @Nearpod to get real time results that help me adjust instruction on the fly. #Masterychat
A5. Using formative assessments to immediately guide instruction to include the pace. If Ss are not grasping concepts, it will allow me to address it then & not have to use out of context strategies such as tutoring. #MasteryChat
Verbal is my favorite. Don’t have to wait until I have time to look at it. Can correct misconceptions in the moment. Get to interact with the student. #MasteryChat
Q5 What is your favorite approach or strategy for using formative assessment in your classroom? How do you make it meaningful, effective, and manageable? #MasteryChat
A5 I think sitting and having a conversation is sooo sooo beneficial. Not only does it help you to see if they understand content but it can help you to get to know your students better as well! #masterychat
Q5 What is your favorite approach or strategy for using formative assessment in your classroom? How do you make it meaningful, effective, and manageable? #MasteryChat
Q5 I have a mastery chart in my room with a column with the skills we are working on and a column next to it for kids to write their name when they are confident they can TEACH the skill. I don’t need an assessment to measure this kind of confidence and knowledge #Masterychat
A5 I use a lot of 1:1 for formative assessments (1st grade). Since that is time consuming I have begun creating activities in @Seesaw for Ss to complete individually and I check in during my prep or after school (counting, fluency, sight words, explaining their work) #MasteryChat
A5: I love doing Kahoots, drop the ticket tasks and one on one assessments. Students perform better when they enjoy the assessment, and don’t feel pressure! #MasteryChat
Q5 What is your favorite approach or strategy for using formative assessment in your classroom? How do you make it meaningful, effective, and manageable? #MasteryChat
#MasteryChat definitely ; i had one student that i would give them 3 Q's at a time on a 12ish Q math test (turn in page 1 , get page 2) they did SO much better than having all 12 Q's in front of them
A2: Typically in the form of a project, I assess where students fall within a specific area. I’m constantly trying to improve our sunmatibe assessments. #MasteryChat
Q2 So many thoughts and ideas! Let’s try to make some sense of all of this. There are often considered to be three uses of assessment: OF learning, FOR learning, and AS learning. Let’s start with the 1st. How do you use assessment OF learning (summative assessment)? #MasteryChat
A5 LOL... just answered this in a comment on someone's tweet :) I really enjoy sitting with the Ss and work 1 on 1 or in small groups. Love to sit at the table with them as "just one of the kids" at their level #masterychat
Q5 What is your favorite approach or strategy for using formative assessment in your classroom? How do you make it meaningful, effective, and manageable? #MasteryChat
A5: Post-it notes, exit slips, you name it! Formatives do NOT have to be a formal sit down where students are “taking a test” make it quick, explicit and conducive to guide your next instructional choices! #MasteryChat
Q5 What is your favorite approach or strategy for using formative assessment in your classroom? How do you make it meaningful, effective, and manageable? #MasteryChat
A4: I often see 2 main differences: assessment OF learning has feedback on it for the student. Assessment FOR learning often has a few check marks, Xs, and circles, + a mark. #MasteryChat
Passage-based assessments are an effective technique for many content areas. They work because they allow students to practice a focus skills on a manageable amount of text + it allows for differentiation, including for students who many have not read the whole text. #MasteryChat
Q5: When I taught 5th grade I enjoyed observing my students using rubrics to assess their own writing and that of their peers. It was truly amazing how much learbing can come from giving students the opportunity to "own" this process. #masterychat
Q5 What is your favorite approach or strategy for using formative assessment in your classroom? How do you make it meaningful, effective, and manageable? #MasteryChat
A5: Student driven. Students have the ability to show me their learning through a variety of means. Could be text, video, poster, website, or paper and pencil. I feel like I get a better understanding this way because it builds off their strengths. #MasteryChat
Thank you, but you and @TechieTeachOtt are the reason why I kept coming back to twitter to reflect. I read kids deserve it, and it made me want to collaborate with other educators. You guys helped me learn how to reflect and find a voice. Thank you!
In reply to
@RaeHughart, @MsPettyTweets, @TechieTeachOtt, @TechieTeachOtt
Every day my kids spend some time reflecting on what they did that day. What they learned, what challenges they faced, and how they can change going forward #Masterychat
Q5 What is your favorite approach or strategy for using formative assessment in your classroom? How do you make it meaningful, effective, and manageable? #MasteryChat
A5) I enjoy using dialogue journals where my students engage in a variety of reflective writing activities (e. g. Dear Confused Letter). They respond to each other and I to them. #MasteryChat
Q6 Let’s branch out into an assessment practice that is not talked about as much as assessment FOR and OF learning. What on earth could assessment AS learning mean? #MasteryChat
A5: I find that you learn more about what kids know and where they struggle through conversations during small group rotations. #seesaw is great for students to demonstrate learning. #masterychat
A3: 5, although I struggle with this. So many students want the grades, but prepare for the assessment and then forget the material. I’m still trying to find the sweet spot with retention. #MasteryChat
My students always self assess using the same@rubric I use on Google classroom. I do not assess until they have assessed themselves and turned it in classroom. Most are spot on bc they have the rubric when we start the learning process #Masterychat
Q6 Let’s branch out into an assessment practice that is not talked about as much as assessment FOR and OF learning. What on earth could assessment AS learning mean? #MasteryChat
A6 I am not going to give my answer to this. :) I want to see what all of YOU think about it! Question 7 will give away what I think it is. :) #MasteryChat
A4:Assessment for learning is to make thinking visible in a particular moment of time using a particular assessment. It is used to reflect, make instructional decisions, set goals and next steps. #MasteryChat
I did a session at #NCTE18 on face-to-face grading with an awesome crew of educators. The conversations we can have with students are so powerful + transformative to the way students see themselves, assessment + grading. #MasteryChathttps://t.co/dr2Uo5FnA9
Q6 Let’s branch out into an assessment practice that is not talked about as much as assessment FOR and OF learning. What on earth could assessment AS learning mean? #MasteryChat
#MasteryChat the rankings were the same. Those who filled out most completely scored highest, those who filled out least complete were at bottom of scores, middle were middle. It almost completely lined up (a few were in slightly diff order) ; they need to do the study again
A6 we need to look at the cycle of assessment In taking an assessment a Ss may get some insight into their own weaknesses, but in review or reflection of their work as well as prescribed interventions, this can be one of the best tools FOR learning there is! #masterychat
My favorite way to do formative assessment in my math class are discussion boards! I think it’s so important for students to be able to explain the HOW and WHY in math, not just replicating processes! #MasteryChat
A5: Definitely chatting with Ss. Easy to adjust or adapt a lesson on the fly, and tells me so much about individual learning in a short amount of time. Plus, I don’t have to spend extra time processing data (there’s a place, but I don’t have time every day!) #masterychat
A5 I have been using @goformative & @flipgrid this year for my formative assessments.These tools allow me to assess the language domains in a variety of ways.The data collected & the ability to group the results is so important for both student & teacher reflection. #masterychat
Daily Reflection - Small or Large - is essential. How did today go? What is your level of understanding on that topic? How can you be better, preform better tomorrow? What do you need from others to support your journey? I'm here to help you live your dream. #masterychat
Every day my kids spend some time reflecting on what they did that day. What they learned, what challenges they faced, and how they can change going forward #Masterychat
Q5 What is your favorite approach or strategy for using formative assessment in your classroom? How do you make it meaningful, effective, and manageable? #MasteryChat
A6- one word: feedback! Students should be given plenty of feedback from peers, teachers and themselves (self reflection) to grow as learners! #MasteryChat
Q6 Let’s branch out into an assessment practice that is not talked about as much as assessment FOR and OF learning. What on earth could assessment AS learning mean? #MasteryChat
Just curious. Quick poll, Don't mean to hijack the chat but...
Who here feels like they are a slave the the test vs have the freedom to focus on learning? #MasteryChat
A6- one word: feedback! Students should be given plenty of feedback from peers, teachers and themselves (self reflection) to grow as learners! #MasteryChat
Q6 Let’s branch out into an assessment practice that is not talked about as much as assessment FOR and OF learning. What on earth could assessment AS learning mean? #MasteryChat
A6 To me, it's the opportunity to correct mistakes made, and Ss have a chance to ask more questions. Using #TheGridMethod I've embraced setting a % of mastery, handing back work, & sitting with the Ss who don't seem to get it #masterychat
Q6 Let’s branch out into an assessment practice that is not talked about as much as assessment FOR and OF learning. What on earth could assessment AS learning mean? #MasteryChat
Oh, you will LOVE it. It reaffirmed so many of my gut instincts on feedback/grading/assessment, but includes all the research to back it up. #masterychat
In reply to
@TechieTeachOtt, @SchoolLovesYou1, @DanielPink
A5: Branch out! Use different formative assessment options! Also, giving Ss choice of how to show what they know so far creates ownership and builds relationships! #MasteryChat
A5: My formative assessment is usually process driven, made meaningful by observation and S input. Based on this they write their own goals. We start the day with a gratitude journal. One of the steps is to write a goal for their learning that day. #MasteryChat
Q5 What is your favorite approach or strategy for using formative assessment in your classroom? How do you make it meaningful, effective, and manageable? #MasteryChat
A5
1 Reflection meetings with ss to ask them questions about their learning
2 Keeping portfolios
3 Playing a quick game with data @GetKahoot@quizizz@quizlet@PearDeck
4 Traditional assessment with Google Forms
5 Demonstration
Whatever suits the learning goal #MasteryChat
A6 I believe this is a quick check. We are checking as they are learning: questioning, anecdotal records, inquiry questions (drives instruction). #masterychat
Q6 Let’s branch out into an assessment practice that is not talked about as much as assessment FOR and OF learning. What on earth could assessment AS learning mean? #MasteryChat
A6) Watch kids work to build a fort or treehouse in their backyard and you'll see assessment as learning when they step on a board & fall through or when they realize the door won't close.
They'll fix it, not to get a better grade, but because it means something.
#masterychat
Q6 Let’s branch out into an assessment practice that is not talked about as much as assessment FOR and OF learning. What on earth could assessment AS learning mean? #MasteryChat
Assessment AS learning is seamless, it is part of the relationship between student and teacher. IF done right it isn't even seen as assessment #masterychat
A6 Learning doesn’t end with assessment. Assessment as learning happens when Ss monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.#masterychat
A6 Assessment AS learning would be lovely if we analyzed where we went wrong, reflected and redid the assessment 👍 Looking for improvements #MasteryChat
A4: Formative is more frequent &, I feel, more beneficial when timely feedback is given. Ss have a chance to demonstrate frequent growth & then Ts can tailor learning to individual needs. Summative assessments typically feel more rigid & less individualized to me. #MasteryChat
Q4 How is assessment FOR learning (often called formative assessment) different OR similar to assessment OF learning (summative assessment). #MasteryChat
Q6 assessment as learning gives students more voice and choice in assessing themselves and how they show what they know. It really is a very different way of thinking of how most of us assess (common assessments). #Masterychat
Yes! I use @Seesaw for this everyday. Giving students flexibility on their medium actually allows them to reflect more deeply and intentionally while setting more realistic and obtainable goals. #masterychat
A6 I read this as the assessment is the actual learning. So, something along the lines of an experiment done in chemistry is actually a part of the learning. Did it work? Did it not? Why not? The assessment should lead to more questions. #masterychat
Q7 One example of assessment AS learning is retrieval practice, which is a fancy term for having Ss practice pulling information from their brains- or retrieving it. It can be powerful for learning! What are some examples of how you do this in your classroom? #MasteryChat
And we need to remember that feedback is an equity issue: students need + deserve timely, meaningful feedback that they can use to grow across content areas + schools. This can't be for a privileged few; it must be for everyone if we want to close achievement gaps. #MasteryChat
Q6 A few key words fit this assessment "as" learning to a tee! I have a true passion for this area. OWNERSHIP and EFFICACY!! Students will truly encompass a life long learner mindset when they are in classrooms that allow them to self assess and REFLECT! #masterychat
What @MrDelliSanti said... ❤️ Conferencing is & always has been the most comprehensive, differentiated, & authentic formative assessment tool I've got. While many others give you a bird's eye view of learning, chatting w/your kiddos gives you the diving pool depth. #masterychat
Q5 What is your favorite approach or strategy for using formative assessment in your classroom? How do you make it meaningful, effective, and manageable? #MasteryChat
Its all about the implementation & support. Have you explored any Mastery Frameworks to facilitate successful Student paced, mastery learning? This was my step toward achieving this goal. #masterychat
Q7 One example of assessment AS learning is retrieval practice, which is a fancy term for having Ss practice pulling information from their brains- or retrieving it. It can be powerful for learning! What are some examples of how you do this in your classroom? #MasteryChat
A6 To me, it's the opportunity to correct mistakes made, and Ss have a chance to ask more questions. Using #TheGridMethod I've embraced setting a % of mastery, handing back work, & sitting with the Ss who don't seem to get it #masterychat
Q6 Let’s branch out into an assessment practice that is not talked about as much as assessment FOR and OF learning. What on earth could assessment AS learning mean? #MasteryChat
i believe one of our struggles with assessment is TOO MUCH content ; we need more focus on learning and less on quantity of content (yes, State tests make that difficult) #MasteryChat
Okay, so my class is 100% project based. I train all Ss to coach each other early on - no touching the mouse! I then use a “help ticket” system to manage when Ss need support. I can easily assign Ss to coach each other and manage when I need to step in to help. (1/2) #masterychat
A7a This is my favorite kind of assessment because it is SO STINKIN POWERFUL!
Ss create assessments themselves. Practice taking these assessments. Practice retrieving understanding from their brains w/daily skills checks that cover content from the whole year. #Masterychat
Q7: On tests I give the students a question that is basically a "show what you know" that wasn't on the test. I found the idea through my #PLN#MasteryChat
A6 - The process of trying, reassessing, and trying again. It is integrated into discussions and activities and never feels like you are being judged on what you know, but rather guided toward deeper thinking #masterychat
Me too. It’s why I chose seesaw over other tools. Versatility for that daily reflection was so important. I wanted every kid to be able to do it quickly #masterychat
A7 I teach computer science. Often, writing code together is good for this. Asking “What’s the code to insert an image into HTML again?” forces them to retrieve it. For those who don’t remember it right away, it reminds them. #masterychat
A6 Learning doesn’t end with assessment. Assessment as learning happens when Ss monitor their own learning, ask questions about it, and then use assessment for new learning.#masterychat
Q7 One example of assessment AS learning is retrieval practice, which is a fancy term for having Ss practice pulling information from their brains- or retrieving it. It can be powerful for learning! What are some examples of how you do this in your classroom? #MasteryChat
A7 - I’m a huge fan of tactile vocabulary activities when starting a unit or when focusing on lower level DOK tasks. This would be an example. I also enjoy pairing students up for collaborative retrieval work. #masterychat
Q7 If a student can’t retrieve past learning have they really ‘learned’ it? There has to be authentic connections made somewhere in the process. #Masterychat
This frees up massive amounts of time so I can grade/give feedback one on one. Kids feel confident supporting each other and know to respect when I’m spending time with other Ss. (2/2) #masterychat
A7 One thing that one of my professors has us do is she will ask us a question and then have us turn and discuss our answer with the person sitting next to us. Then she will have someone share their answer with the class. #MasteryChat
A6) Why do we use the term assessment? How about guide students on their path of learning? We are the light that helps them get to their destination! #masterychat
#Masterychat we need to rethink assessments. As soon as you asses you are comparing individual progress to the progress of the whole. How is the child doing compared to themselves-who cares how they compare to other students VALUE THE INDIVIDUAL LEARNER.
As usual, you speak the truth! I always try to imagine a school culture where students received regular, meaningful feedback from every teacher across their day + what messages that would send to both students + parents. That's a school I want my kid to attend! #MasteryChat
Q4 How is assessment FOR learning (often called formative assessment) different OR similar to assessment OF learning (summative assessment). #MasteryChat
A7: I love Kagan Structures because everyone is accountable and it’s fun! Quiz Quiz Trade has been one of my all time favorites as well as Showdown. It gets kids talking and learning together. #MasteryChat
Q7 One example of assessment AS learning is retrieval practice, which is a fancy term for having Ss practice pulling information from their brains- or retrieving it. It can be powerful for learning! What are some examples of how you do this in your classroom? #MasteryChat
MS but Inhave taught elementary. It needs to be built into your time no matter what. We have 52 minute periods. I plan activities for 42-45 minutes leaving the last 5-10 for reflection #MasteryChat
A6: Assessment as learning turns the assessment back to the students. Instead of the teacher asking "what have they learned and what do they still need to learn in order to be successful in this thing" it becomes the students asking those questions about themselves. #MasteryChat
I hadn’t taught a lesson on this learning goal and put up a question and said solve this in any way you can. Look at what I gathered for formative data. Assessment is important if the student can use what they have produced as feedback for further growth. #MasteryChat
A6) Assessment as learning is powerful stuff! It builds student ownership into the learning through self-assessment, monitoring, & goal setting. I've found it to be much more organic & dynamic in nature, & the learning that comes from it to be rich & authentic. #masterychat
Teachers need to be sure that they're avoid the "Zero Learning Zone." We can't afford to stop learning + reflecting on our pedagogy + practice. The work is too important + too much is at stake. #MasteryChathttps://t.co/ccL3lVbuAg
A7: A great way to do this is to incorporate it into PBLs. Have students take a solution that they've come up with and either apply it to a new problem or build on it to solve the problem in another way. It's all about encouraging critical thinking and creativity! #masterychat
Thank you so much for being here with me tonight! I hope this chat got some wheels turning for you and helped you think about assessment in a different way!
See you next week!
#masterychat
A7: We do a question of the day for math the focuses on retrieving what we have learned. Using @nearpod@Classkick have been helpful for my students. Also games for retrieval practice are a hit #MasteryChat
One of my main issues/rants about assessments is that so many teachers write a bunch of DOK 1/2 questions. Basically rote memorization or minimal thinking. I’d rather have a shorter assessment that forces some thought. #masterychat
Join me in just a few minutes over on Facebook for our post- #masterychat live broadcast. We are going to talk about the highlights of this AWESOME chat! Follow this link and we will see you there soon! https://t.co/Bf02Vt0i7R
Our final exam for #HumLit1819 was students creating a mind map that, in some way, represented their learning over the course of our first term together. The results were awesome! They had to retrieve information, contextualize it + make imaginative connections. #MasteryChat
Yeah… my daughter has this rant all the time about her tests she has to take. “If I can Google it, why does it have to be on the test? It doesn’t show I can do anything with it” Hard to argue with her. #masterychat
