FORMATIVE ASSESSMENT

STRATEGIES

Katie DorrFerndale Technology Conference 2015

GETTING STARTED All Resources and Materials are uploaded in the Ferndale Technology Conference Wikispace. To access materials for this session please go to:

http://ferndaletechnology2015.wikispaces.com/ You can access all resources and materials by clicking on the title of the class

Please click on Formative Assessment in the Classroom to get to our first activity

WHAT IS FORMATIVE ASSESSMENT

Unpacking formative assessment

Where the learner is going Where the learner is How to get there

Teacher

Peer

Learner

Clarifying, sharing and understanding learning intentions

Engineering effective discussions, tasks, and

activities that elicit evidence of learning

Providing feedback that moves learners

forward

Activating students as learningresources for one another

Activating students as ownersof their own learning

4

WHAT DO WE KNOW ABOUT FORMATIVE ASSESSMENT? In order to begin planning instruction we need to know where our students are at, where we are going, and how we are going to get there.

One way to begin learning more about what students know is to gather information through a small or large group brainstorming activity. Please click on the following link to answer the question:

What types of formative assessments do you currently use in your classroom:

http://answergarden.ch/view/187964

Responses can be saved as a picture and compared to the responses at the end of a unit.

ACTIVITIES THAT ELICIT EVIDENCE OF LEARNING Kahoot – Game Based Learning in the Classroom. To enter our classroom Kahoot please go to the following link: https://kahoot.it/#/

To find out more: http://quick.as/nyyt7b

EVIDENCE FOR LEARNING Discussion Boards (Canvas) Builds con nec tions and class com mu nity by pro mot ing dis cus sion on course top ics and more infor mal discussion

Con tributes to the devel op ment of cog ni tive, crit i cal think ing, and writ ing skills

Allows time for thought ful, in-depth reflec tion on course top ics. Much like tra di tional writ ing exer cises, stu dents have more time to think about, research, and com pose their thoughts before con tribut ing to the discussion.

Facil i tates exploratory learn ing by allow ing stu dents to review and respond to the work of oth ers and approach learn ing in diverse ways

Empow ers stu dents to express them selves. For stu dents with dif­f er ent learn ing styles, an online dis cus sion board can be a venue where they feel more com fort able con tribut ing to group dis cus sions.  With pos i tive rein force ment from inter ac tions on the dis cus sion board, an increase in in-class par tic i pa tion may also occur.

For more information about discussion boards:

http://depts.washington.edu/swedtech/2011/04/21/using-online-discussion-boards-to-enhance-learning-in-your-class/

Unpacking formative assessment

Where the learner is going Where the learner is How to get there

Teacher

Peer

Learner

Clarifying, sharing and understanding learning intentions

Engineering effective discussions, tasks, and

activities that elicit evidence of learning

Providing feedback that moves learners

forward

Activating students as learningresources for one another

Activating students as ownersof their own learning

8

ACTIVATING STUDENTS AS OWNERS OF THEIR OWN LEARNING

http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html

ACTIVATING STUDENTS AS OWNERS OF THEIR OWN LEARNING Inspiration 8 – Visual Learning

Using the search button in your

Charms menu find Inspiration 8.

This tool allows students to create

A variety of graphic organizers

To demonstrate their ability to

Make connections between

Concepts in the classroom.

http://www.inspiration.com/visual-learning

ACTIVATING STUDENTS AS OWNERS OF THEIR OWN LEARNING Quizlet – Allows teachers to create a variety of games/activities for students learning new vocabulary. Teachers and students can track student progress.

QUIZLET ACTIVITIES

Unpacking formative assessment

Where the learner is going Where the learner is How to get there

Teacher

Peer

Learner

Clarifying, sharing and understanding learning intentions

Engineering effective discussions, tasks, and

activities that elicit evidence of learning

Providing feedback that moves learners

forward

Activating students as learningresources for one another

Activating students as ownersof their own learning

13

GATHERING FORMATIVE/SUMMATIVE ASSESSMENT DATA Edulastic:

http://app.edulastic.com/#dashboard/close

Free to sign up

Assessments can be linked to CCSS Standards

Advanced Question formats (similar to SBAC)

Use assessments that have already been created

GATHERING FORMATIVE/SUMMATIVE ASSESSMENT DATA Socrative – www.socrative.com

Students do not need to login, just enter

Your assigned room number.

Students can answer questions in a

Variety of formats.

GATHERING FORMATIVE AND SUMMATIVE ASSESSMENT DATA

Unpacking formative assessment

Where the learner is going Where the learner is How to get there

Teacher

Peer

Learner

Clarifying, sharing and understanding learning intentions

Engineering effective discussions, tasks, and

activities that elicit evidence of learning

Providing feedback that moves learners

forward

Activating students as learningresources for one another

Activating students as ownersof their own learning

17

ADDITIONAL RESOURCES

Working with Peers

Discussion Board – Canvas

Blog – Kidblog – www.kidblog.org

Providing Feedback

Rubrics – http://rubistar.4teachers.org/index.php

Project Checklists - http://pblchecklist.4teachers.org/checklist.shtml

Turnitin – www.turnitin.com

One Note Shared Class Notebooks – Teachers can create written, verbal and video feedback