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Creating Varied Formative Assessments

Presented at Aragon High School on 3/11/13

Kirt Peterson

on 30 July 2013

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Transcript of Creating Varied Formative Assessments

This Type of Assessment is NOT about accountability…

it is about GETTING BETTER!!

Change in the mission of schools:

A shift from a focus on sorting and ranking students to a focus on leaving no child behind.

Strong research base:

Evidence of the substantial impact on student achievement
Why these shifts in assessment?
Oral Presentations
Peer Evaluations
Performance Assessment
Problem Solving Activities
Reflection Survey
Response Groups
Round Robin Reporting
Think / Pair / Share
Brain Storm
Concept Map
Cooperative Learning Activities
Exit Card
Graphic Organizers
Greenlight Corrections
“I Learned” Statements
Journal Entry
Learning Logs
Oral Attitude Surveys
Formative Assessment Strategies*
How do you assess your students?
Seven Strategies of Formative Assessment
Sharing learning goals with students.
Involving students in self-assessment.
Providing feedback that helps students recognize their next steps and how to take them.
Being confident that every student can improve.
In the Classroom
Background of Formative Assessments

Creating Assessments
Examples (No, Low, and High Tech)
Feedback (Specific and Descriptive)

Redesigning one of your own Formative Assessments

Today’s Agenda
Aragon High School / March 11, 2013

Presented by Kirt Peterson

Creating Varied
Formative Assessments

New School
Old School
Assessments to learn what students do not know

Use results to calculate grades

End-of-term assessments by teachers

Judgmental feedback
Assessments to learn what students understand

Use results to inform instruction

Ongoing assessment of their work and others

Descriptive feedback
Shifts in Assessment
Identifying individual
Advice for improvement
Comparing students
Quality of learning
Quantity of work/Presentation
Where would you place your assessment practice on the following continuum?

The main focus is on:
- Feedback is integral to formative assessment

- Feedback produces learner autonomy

- Feedback aligns teaching and learning

- Feedback directly impacts student experience
Key Elements of Formative Assessment
The identification by teachers & learners of learning goals, intentions or outcomes and criteria for achieving these.

Rich conversations between teachers & students that continually build and go deeper.

The provision of effective, timely feedback to enable students to advance their learning.

The active involvement of students in their own learning.

Teachers responding to identified learning needs and strengths by modifying their teaching approach(es).

- Black & Wiliam, 1998
Why am I assessing?

What do I want my students to know?

How will I find out if they know it?

How will I communicate the results of my assessment?

Who should be involved?
??? to ask before assessing
Clarify your purpose.

Define your target goals.

Design your plan - what tool(s) will I use to determine if students have met the goals?

Provide feedback to encourage learning (Do No Harm!)

Involve students in their own assessment.
In Other Words …
Identify a learning target/goal for your students

Identify evidence of learning

Develop formative assessments to determine if you students have reached the goal.

Identify strategies to reteach
Guided Practice
Click on the link below to respond.
No Tech

"Low" Tech

High Tech Assessments
Redesigning Your Own
Please provide any reflective feedback you may have.
Click on the link below to respond.
A Note on No Tech
*Have a roster or seating chart out
Having a class list will help you organize all your assessment data

For example, if Tim Johnson gave you an answer/response in class you would write it in to quickly document his input so you can reflect later.
Peer to Peer Exit Interview
[3x5 Index Cards are useful here]
The peer interview is a simple version of an exit ticket where a student asks another to answer a question addressing the learning objective(s) of the day.

Cards are collected at the end of the period.
Feedback: Teacher can write descriptive feedback on the back of the index card to help the student understand what he/she needs to understand the objective.

Also, peers can give feedback
as another option.
Show Me 1,2, or 3
This involves a showing of fingers where:
1 finger = I have never seen this / I totally don't get it
2 fingers = I can do this but I could use some help
3 fingers = I can do this without any problem / I could teach someone else

This can be used for vocabulary, understanding directions, or for a specific concept/objective
Feedback: As students show their fingers to the teacher, you simply write down the number for each student.

This is a quick assessment that helps determine whether or not a concept/word/objective needs more instruction.

Potential peer experts can be found with this (3 fingers)

(any student showing 2 fingers should
be in the zone of proximal development)
"I learned" Statements
This a is variation of the exit ticket where the students write or speak a statement
address what they learned about objective(s) of the day.

This can be written in a journal or notebook as well.

Cards are collected at the end of the period.
Feedback: Teacher can write descriptive feedback on the back of the index card to help the student understand what he/she needs to understand the objective.
A roster or seating chart is needed.
[3x5 cards are useful here]
(Learn Option)
Quizlet is a well known website where flashcards can be created for any and all topics.

The learn function is a useful in class review activity, especially for vocabulary or various facts. You can chose between providing the term or definition (1st side or 2nd side of the card).

Students can participate orally or by writing their responses down; writing their responses can provide the teacher with very useful data.

The teacher then asks a student (volunteer or conscript) to share their response and the teacher types it in verbatim.
Feedback: The teacher can provide feedback by comparing and discussing the oral given responses with the correct assessment.

Discussion can take place regarding whether or not a "wrong" answer should be overridden as "correct."
[Laptop + Projector + Quizlet Account]
Socrative Exit Ticket
Feedback: The teacher will have a spreadsheet of exactly what the students believed they learned for an objective. Responses can be analyzed and feedback can be created for the next day.

Also, implementation is a breeze. Simply open the activity and write a problem/question on the board relating to the objective.
[Laptop + Projector + Socrative Teacher Account + Student Device(s)]
Classroom #: petersonAHS
The Socrative Exit Ticket has 4 components:
1. Name / 2. MC: How well did you understand today's material? / 3. What did you learn today? / 4. Please solve the problem on the board.
After question 4, you can "Finish Exit Ticket" or "Let another student take the exit ticket"

This activity is excellent to gather formative data that is compiled into a report (basically an Excel type spreadsheet) that can be downloaded or emailed.
Feedback: The teacher will instant feedback for the class activity. Good for whole class feedback and reteaching.

If you wish, you can upload your class list as participants. This is valuable because you can continue the instant feedback but you can also see individual responses, i.e. not anonymous.
[Laptop + Projector + PollEverywhere Account + Student Device(s)]
To start create a simple poll (either multiple choice or open ended).
Have the poll presented on the projector screen and the student can either text in their responses (all mobile phones) or login on their web browser via wifi (for free).

This is an excellent activity because the students will have instant information about what they know and what other students know about a particular objective.
Using Prezi for free:

Google Docs
Feedback: The teacher or peer reviewer will have instant access to the document. Comments can be made from drop-down menu (Insert) or by clicking Crtl+Alt+m.

Student then can access their document anywhere with an internet connection to resolve the issues mentioned in the comments.
[Laptop + Projector + Google Drive]
A document needs to live on Google Drive for this formative assessment (either uploaded or typed originally).

The document then needs to be shared with a peer or the teacher; I prefer to use both. To do this, it is recommended that students and teacher are using their "MyAHS" account.
1. Click blue "Share" button in top right corner.
2. Under "Add people," student type in instructor name or peer reviewers name.
3. Change permissions as need to say: "Can Comment"
4. Hit the green "Share and Save"
Evernote (Audio Feedback)
Feedback: The teacher can provide much more detailed feedback through audio notes than with writing alone (debatable).

BIG learning curve but almost seamless when you have it down.
[Laptop + Projector + Evernote Account]
This setup takes a bit of setup to begin effectively.

It is best to create a notebook for each of your classes.
You can record audio notes from any desktop client.

Record an audio note and share it with a student. (See example above)

You can un-share it at anytime to preserve security.
Creating or Redesigning on of Your Own
To start, you can chose an objective / standard that you will assess on an upcoming summative assessment.

Then reflect on which formative asssessment strategy would best apply.

Finally, decide how you will best provide descriptive feedback to these students.
Evernote for Windows
Example of Audio Feedback
*This must be explicit, specific, and descriptive feedback to be effective.
*These are only effective strategies IF they involve explicit, specific, and descriptive feedback for the students.
From Tagul:
Here's what we covered...
Poll Everywhere Link:
Results from the Poll:
Create your own Poll from PollEverywhere:
Poll Everywhere Link:
Results from the Poll:
Create your own Poll from PollEverywhere:
Full transcript