Classroom Formative Assessments (Class and Individual) with Technology

Formative Vocabulary Strategy

Here are two examples of formative assessment using technology in an English classroom.

Formative -Class

I asked students to do their usual journal writing for their normal eight minutes. At the end of eight minutes, they counted the number of words in their writing and wrote it in their journal log. While they did another activity, I went around, recorded their scores, and then inputted the scores into a class spreadsheet on the computer. Within a few minutes, I showed the students a projected graph of that day’s writing fluency class average and compared it to the last time we did the activity. We talked about our increases and shared successful techniques that some students used. We did this at least once a week and their scores increased from 80 words to about 180 words in less than ten weeks.

Formative – Individuals

The students write down the vocabulary learning strategy that they used on each weekly vocabulary quiz. Each week when they got back their quiz, they entered their most recent score in a personal spreadsheet so that they could see a graph of their vocabulary scores. If they got below an 80, then they had to try out another vocabulary learning strategy from the class list that we had generated. They were to try the new technique for two weeks. They could monitor their own vocabulary learning strategy success and make changes to be more successful.

What regular classroom or individual formative assessments do you build into your class?

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2 Responses to “Classroom Formative Assessments (Class and Individual) with Technology”


  1. 1 edarrell December 21, 2006 at 2:59 pm

    How do you give the feedback to the students? Do you project the graph, or do you have a large-screen television? Do you print out the results, individually?

    What about classrooms where such technology is absent? Recommendations?

  2. 2 hgtuttle December 21, 2006 at 8:39 pm

    For the whole class, I had an LCD projector. Without the LCD, I would have made a transparency graph and added each day’s new daily data.

    Students can do paper graphs. Even ninth graders enjoy coloring things in.

    I found that when the students used the computer, they could instantly graph their results,

    The important point is to give formative feedback to students on a regular basis.


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