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Kristy Butler & Patti RichardsonForest Hills Central High School
Grand Rapids, MI
Engaged Students and Formative Assessment
Kristy Butler Teacher of Biology, Honors Biology & Scientific Research [email protected] @kbutlerSCI
Patti RichardsonTeacher of Biology, Human Anatomy & Physiology & AP [email protected]@pattiRichards19 http://bit.ly/SciTeachers
Interactive!
Most of the icons and images are linked to websites and tutorials. Look for the icons as well!
Formative Assessment
Resources
Click on a book to order from Amazon, or to find out more information on each title
Types of Assessments Diagnostic - identify preconceptions, lines of easoning and learning difficulties
Formative - To inform instruction and provide feedback to students on their learning
Summative - To measure and document the extent to which students have achieved a learning target
Formative Assessment
Formal and informal processes teachers and students use to gather evidence to provide ongoing feedback that can be used by teacher to improve teaching and by students to improve their learning
This is not just for teachers. It is an important tool for students as well
Formative Assessment
● You are already doing this informally, good teachers always do.
● The challenge is how do we do this with intention, and what do we do with the data that we collect?
Reflection on Formative Assessment Questions to ask after a FA is administered to see if it was helpful in assessing student learning ● Where your students engaged? ● Were you confident and excited about using the FA? ● How did use of the FA affect the student-to-student or student-to-teacher
dynamic? ● Was the information gained useful to you? ● Would you have gotten this information without using a FA? ● What added value did the FA bring to teaching and learning? ● Did it cause you to do something differently or think differently about
teaching and learning?
Questions to ask in PLC about FAQuestion About Learning Curricular Ideas and Concepts:● What preconceptions seem to be the most prevalent among our students?
● Are there common misconceptions noted in the research on learning that our students exhibit?
● Which concepts seem to be most problematic for our students?
● What terminology do our students use to describe their ideas? Can they use scientific terms with understanding?
● Are our students sufficiently engaged with the content?
Questions to ask in PLC about FAQuestions About Students: ● Which students seem to be progressing well toward the scientific ideas?
● Are there particular students who are having more difficulty than others? Who are they?
● Which students have a scientific understanding that could be used to support learning for other students?
● How can we use formative assessment to differentiate for particular students?
Questions to ask in PLC about FAQuestions About Teaching: ● Are our students responding positively to instruction? ● Is the pace of our instruction appropriate? ● What does FA indicate with respect to how well our curriculum matches
our teaching and learning goals? ● What do we need to do to improve our lessons so there is greater
opportunity to learn? ● Do some FA embed more easily in our teaching than others? Which FA
produced the greatest results? ● What changes or modification do we need to make the FA to improve their
effectiveness? ● What new FA can we add to the ones we have read about or used?
Examples without using technology
Formative Assessment
A&D Statements
● Focus on inquiry by designing experiments
● Best at the beginning of a learning cycle
● Helps identify preconceptions
I Used to Think...But Now I Know
● Compare before and after thinking
● Can use in a think-pair-share
Familiar Phenomenon Probes
● Check preconceptions
● Check transfer of learning to a new concept
Justified List
Start with a statement about an object, process or concept. Examples that fit or do not fit in are listed. Students check off the items on the list that fit the statement and provide justification explaining their rule
Odd One Out
● Can be used in small groups or pairs
● Can be used at beginning, middle or end of unit.
K.W.L
3-2-1
Twitter without the technology
Students can summarize the lesson or question in 140 characters
Lots of Examples!
Examples using technology
Formative Assessment
Technology To the Rescue The next slides have technology resources that can help with formative assessment by providing quick and meaningful feedback.
Click on any YouTube logo to watch a short video on how the resource works in the classroom
Most logos are linked to their websites too!
Socrativehttp://www.socrative.com/ online polling/quizzes Free
http://www.polleverywhere.com/
quiz/polling can ask open ended questions
https://getkahoot.com/ Quiz/Polling can use quizzes that are already created by other teachersInstant feedback Similar to “bar trivia”
Tutorial/Overview
Students playing the game
● Web based clicker tool - any device● Use as a quiz or poll format● Can be used as a discussion platform ● Ability for students to post anonymously
What is it?
Students join an event, through an app or www.gosoapbox.com
Students can answer questions, leave questions or engage in discussion in real time
● Turn your smartphone into the clicker system
● Students only need a paper card and they can answer questions or polls
Tutorial
Demo
● Turn online videos into formative
assessments● Embed your own question into the
videos that students have to answer while watching.
● You can use pre-made “tours” ● Free!!
Demo
Tutorial
● Great for ESL students● Students can respond in several
different ways including drawing● Share links to students Demo
http://en.linoit.com/ A virtual corkboard of sticky-notes so students can provide questions or comments on their learning. These can be used like exit tickets during the course of a lesson Can add, pictures, video, tweets, etc.
Lino
To measure and document the extent to which students have achieved a learning target
Thank you!!
Questions?
What has been successful for you?
