transforming active engagement into formative assessment kristin hadley & geri conlin weber...
TRANSCRIPT
Transforming Active Engagement into Formative Assessment
Kristin Hadley & Geri ConlinWeber State University
Human Likert Scale
• I understand what active engagement strategies are.
• I understand the difference between formative assessment and other assessments.
• Active formative assessment is important for adult learners.
• Adult learners will positively respond to active formative assessment.
What is learning?
Learning results from what the students does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn.
Herbert A. Simon
What is Learning?
• A Process– We can only infer that it has occurred from
students’ products and performances.• A Change• Learning is not something done to students,
but rather something student themselves do.
What is Active Engagement?
Active engagement is a process whereby students have direct involvement in their learning. Himmele, W. & Himmele, P. (2012) How to know what students know. Educational Leadership, 70(1), 58-62.
In order for students to learn, they must do more than just listen: They
must read, write, discuss, or be engaged in solving problems.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. Washington, DC: School of Education and Human Development, George Washington University.
Effective active engagement needs to include high student
participation rates with students engaging in higher-order thinking tasks such as analysis, synthesis,
and evaluation.
Renkl, A., Atkinson, R. K., Maier, U. H., & Staley, R. (2002). From example study to problem solving: Smooth transitions help learning. The Journal of Experimental Education, 70(4), 293-315.
Using active learning strategies in addition to lectures or readings,
results in deeper learning, understanding, and transfer.
Westermann, K., & Rummel, N. (2012). Delaying instruction: evidence from a study in a university relearning setting. Instructional Science, 40(4), 673-689.
Physics students taught with active engagement conceptualized and
retained content greater than those who had not.
Bernhard, J. 2000. Does active engagement curricula give long-lived conceptualunderstanding? Proceedings of GIREP2000: Physics Teacher Education Beyond 2000, Barcelona. [online] URL: < http://www.itn.liu.se/~jonbe > / “Publications” / “Physics Education Research”.
What is formative assessment?
• “Techniques teachers use to see if students are ‘getting it’” (“Tools for Teachers,” 2013)
• The process of judging how well students are achieving the objective during instruction.
• Low stakes – low or no point value.• Formative assessment is important for both students
and teachers. Why?
When is formative assessment used?
• During instruction while the students are still learning the content and before the final grade is received.
How does formative assessment help students?
• It helps students identify how well they have achieved the objective and what else they need to do to achieve the objective.
• It encourages students to become responsible for their own learning.
• When formative assessments are properly used, the speed of student learning doubles. (Popham, 2011)
How does formative assessment help teachers?
• Provides evidence of which students are struggling or which concepts are still unclear.
• Then teachers can:– Differentiate instruction for specific struggling students.– Reteach concepts which are still unclear.
Metacognitive strategies such as knowledge monitoring is a
particularly powerful form of formative assessment.
Knowledge Monitoring Questions
Students should ask themselves questions such as:• Does the information or assignment make sense?• Am I doing things that will help me achieve the
objective?• Do I know what I now understand and what is still
confusing?• Do I know how well I have done on the
assignment before I submit it?
Some types of active engagement
• Brainstorming and discussion• Drawing and artwork• Games• Manipulatives, experiments, labs, and
models• Total participation techniques
Tate, 2009
How can we use these activities for formative assessment?
• Brainstorming and discussion• Drawing and artwork• Games• Manipulatives, experiments, labs, and models• Total participation techniques– https://www.teachingchannel.org/videos/dail
y-lesson-assessment?fd=1Tate, 2009
Some types of active engagement
• Role-plays, drama, pantomimes, charades• Music, rhythm, rhyme, dance, and rap • Reciprocal teaching and cooperative
learning• Movement
Tate, 2009
How can we use these activities for formative assessment?
• Role-plays, drama, pantomimes, charades• Music, rhythm, rhyme, dance and rap • Reciprocal teaching and cooperative learning• Movement
– y=x y=│x │ – y=x2 y=2x2 - 3– y=x3 y=(x+2)2 -1– y=√x y=-2(x-1)2
Tate, 2009
Some types of active engagement
• Debates• Write newspaper headlines• Group pretests• Apply a learned concept immediately • Students write their own test questions• Matrix
How can we use these activities for formative assessment?
• Debates• Write newspaper headlines• Group pretests• Apply a learned concept immediately • Students write their own test questions• Matrix
Newspaper Headlines
Match Core Curriculum Learning Indicators to Learning Objectives (students write on the white board)
• 2.2. d. Move to open space to receive a pass in a variety of activities.
• 2.2. e. Move to a space to defend in a number of activities.
• 3.2. d. Participate in moderate to vigorous activity for a minimum of 30 minutes, three times a week.
• 5.1. b. Follow rules in activity participation.
• _____TSW participate in ultimate Frisbee vigorously enough to raise their HR to 70% max (140 bpm) when measured at least twice during the ultimate game time.
• _____ While playing ultimate Frisbee on the field or court, TSW move to an open space to receive a pass at least 3 times today.
• _____During an ultimate Frisbee game, TSW follow the rules 100% of the time as discussed at the beginning of the game.
• _____ While playing ultimate Frisbee on the field or court, TSW move to a space to defend a player at least 3 times today.
Matrix: fill in what you knowCurriculum Model
How it works Good reasons to use the model
Assessment practices in the model
Challenges in using the model
Inquiry Teaching
Skill Themes
Peer Teaching
Personalized System of Instruction
Pair Share
• Find a partner whose birthday is in the same month as you.– Share one of the strategies that you think you would be
able to use with students for formative assessment.
• Find a partner who has similar shoes to your shoes.– Share a strategy that you might struggle to use and why.
Human Likert Scale
• I feel confident in trying an active formative assessment.
• I am willing to try adding formative assessment to an active learning activity next week.
• Active formative assessment is important for adult learners.
• Adult learners will positively respond to active formative assessment.
References• Ambrose, S., Bridges, M., Lovett, M., DiPietro, M, Norman, M. (2010) How learning works.
San Francisco, CA: Josey-Bass Publishers• Bernhard, J. 2000. Does active engagement curricula give long-lived conceptual
understanding? Proceedings of GIREP2000: Physics Teacher Education Beyond 2000, Barcelona. [online] URL: < http://www.itn.liu.se/~jonbe > / “Publications” / “Physics Education Research”.
• Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in education, 5(1), 7-74.
• Chappuis, S. & Chappuis, J. (2008) The best value in formative assessment. Educational Leadership, 65(4), 14-19.
• Himmele, W. & Himmele, P. (2012) How to know what students know. Educational Leadership, 70(1), 58-62.
• Nicol, D. J., & Macfarlane Dick, D. (2006). Formative assessment and self regulated ‐ ‐learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
• Popham, W. J. (2011). Combating phony formative assessment—With a hyphen. Education Week, 30, 21-35.
• Tate, M. (2009). Mathematic worksheets don’t grow dendrites. Thousand Oaks, CA: Corwin Press.
• Tools for teachers (2013). American Educator, 37(3), p. 42.
