Archive for the 'Assessment of learning' Category

Check Lower Level Learning Immediately (Formative Assessment)

We all want our students to be learning at the higher levels of thinking.  However, they first have to learn  lower level information.  For example, Spanish students want to converse in the language but until they learn basic vocabulary and grammar such as the present tense; they cannot converse.  We can change the format of class so that after we have introduced the lower level learning and have them practice it enough to know whether they understand the concept, then we can have them practice the lower level learning at home.

If we have them use an online program that “drills” them, shows them the right answer, and shows them  how to get the right answer,  they can immediately know how well they are doing and be given the opportunity to improve.  They do not have to wait until the next day (or in terms of a college course five days or week) to find out if they can do this lower level thinking.  Since the teacher has put in the program   a full explanation of how to get the right answer, the students can overcome their learning gap (formative feedback aspect of formative assessment).  They can redo the program to verify that they can do this lower level activity well.  They feel successful.  They have practiced this learning in the safety of their homes.

Then, in class, the teacher  can move the students to higher levels from the lower level.  For example, the Spanish students can tell what activities they do that day, can describe the various activities of their family members, and ask others what they things they do during a day.

So how do you practice lower level learning so that students know immediately if they are right or wrong and if they wrong,  do they learn how to change their thinking to get right answers? How do you  use formative assessment to move your students forward in their learning?

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

Also, my  book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

Advertisements

“Fake” Formative Asssessment by Companies

When I do formative assessment workshops, I always include a section on what formative assessment is not.

Many school districts are buying into systems that supposedly do formative assessment.  Usually these systems test students every 4-6 weeks and often  provide a list of what skills the students have and do not have.  The programs may provide “remedial” work to help the students.    How many schools district would tell their athletic coach to wait until 4-6 weeks  to assess  the strengths and areas for growth for each player?  Coaches want their players to improve each practice.  How many school districts would tell their teachers not to assess students until every 4-6 weeks?   Classroom teachers need to be the ones to assess and help their students on a daily or weekly basis.

How many schools would want their coach to say generic statements like “work harder at passing  the ball” without giving the players better strategies for  passing the ball?  Unfortunately many systems provide just vague feedback such as “Organize  ideas”.   These systems do not offer students a choice of strategies; they simply provide one way of learning the material or do not even provide a strategy. Many systems just drill  the students.

Unfortunately, much of what “sells” for formative assessment is in fact just summative testing.

I define formative assessment as ” based on the students’ present learning condition, providing strategies so  the students can immediately begin to  achieve the desired goal”.  The classroom teacher is the heart and soul of formative assessment. Formative assessment takes place as part of the normal  classroom. It happens constantly in the classroom.  The teacher always  focuses on what the students are learning and how to help them better learn.

Here’s an article that gives some additional information.   http://www.edweek.org/ew/articles/2010/11/10/12assess.h30.html

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

Also, my  book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

How Many Academic Firsts Do You Celebrate?

My wife and I went to see our son, daughter-in-law and our grandson. These parents proudly talked about each first success of the baby- the first time he rolled over, the first time he had cereal, the first time he made something move…

I wonder how proudly we talk with our students about their successes. Do you acknowledge each of the students’ firsts? Do you let your students know on a daily or weekly basis their successes? Do you break your curriculum down so that they can celebrate small successes instead of waiting until the end unit test to be able to show a success? Do you celebrate each success to motivate them in their learning? Do you celebrate each success to show them that they are moving forward? Do you celebrate each success so that when they find a task especially difficult they can look back to their previous successes and know that they can achieve this task? Do you scaffold the curriculum so that they can easily move from success to success or do you have a sink-or-swim approach to student learning? Do your students look forward to the next challenge so that they can show how well they are doing or do they dread the exercise that they know they will fail at?

How do you make your curriculum a success one for students so that they constantly have new learning firsts?

If you are interested in implementing formative assessment in the classroom, my book, Formative Assessment: Responding to Students is available through Eye-on-Education.

Quarterly Benchmarks Programs and the Role of Teachers

Many companies are now selling quarterly or more frequent benchmarking of the students. The companies make it sound like the benchmarking will solve the educational woes of teachers and schools. I agree that benchmarking can provide a valuable summative assessment of the student. Unless the benchmark specifies what the student can do to improve than the benchmark is summative, not formative. The teachers have to spend time going through the data to figure out what each student needs. If a school’s solution is for a computer program to diagnose and then give formative feedback (i.e. have the student do certain activities which the benchmark happens to provide), I wonder what the role of a teacher becomes. Do teachers in such environments simply become managers instead of instructional classroom leaders? Does all their expertize get thrown away since the computer program does it all? Teachers could be working with small groups of students but then the benchmarking program would not have that information to keep track of students’ progress. How do teachers integrate these benchmarks into their class?

Formative or Gradebook Teacher Mentality and Technology Use

LSB

The Living SchoolBook of Syracuse University has developed a goal/standard-based aware tool that can link students’ class assignments to specific standards so that educators can see the progress of the students in those standards. It has a data-point tool that allows educators to do observations and record those observations for each standard. These tools focus on formative assessment or assessment for learning where the goal is the constant improvement of student learning.

These are great tools but are these tools mentally where teachers are in terms of assessment? Or are most teachers into the gradebook mentality (give the students grades on assignments and the program will determine their 10 week grade)?

If teachers and administrators do not have the formative assessment mentality, then they will reject technology that can play a critical role in improving student learning. What is your mind set?

 

© Harry Grover Tuttle, 2007

——

 

 

 

Student Assessment or assessment: Which Do You Think of?

Assessment or assessment

When I taught Spanish we referred to capital “C” Culture and lowercase “c” culture. Culture with a capital “C” referred to the arts and literature of the country while lower case “c” culture referred to how people lived their daily life.

I think we have the same issue with assessment. We are referring to two different concepts. Capital “a” Assessment is the high-stakes tests, the end of the year final, and the big unit tests. Lowercase “a” assessment refers to the formative assessments we regularly do in the classroom such as checking students’ standards-based homework, asking a student to explain a process, and analyzing how far a group has progressed in their performance tasks. These small “a” assessments give us specific information on students and inform instruction. They are “hinge” assessments that help us to redirect the focus of instruction based on the classroom data that we collect. We can use technology such as spreadsheets, databases, or word processing checklists to help us keep track and to analyze the data. Some new terms have developed to differentiate the two meanings: assessment of learning (Assessment) and assessment for learning (assessment).

Most educators only think of evaluating student learning as Assessment, not assessment. They panic over hearing about Assessments.

When you hear assessment which one do you think of? Do you focus on lowercase “a” assessments or capital letter “A” Assessments? How does technology help you in each?

© Harry Grover Tuttle, 2007

—————


RSS Education with Technology

  • Tech Integration Teacher, What time is it? August 23, 2016
    When someone asks what time it is, that person wants to know the time, not the history of the clock, not how a clock works, and not what other types of clocks there are. Classroom teachers want to help their students improve their academic learning through technology. Sometimes they need help with technology so they go […]
    hgtuttle
  • Curriculum Focus, Not Technology Focus July 28, 2016
    In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology […]
    hgtuttle
  • Students React to Digital Badges: Pros, Cons and Interesting June 22, 2016
      ISTE 2016 By Harry Grover Tuttle, Ed. D. College World Language Students’ Preferences Digital Badges – 52%        Paper Certificates – 48% World Language: Can-Do Digital Badges Digital Badges Pro- – Breaks down proficiency more – Shows all badges at once – Is more attractive – Is more appropriate since we use […]
    hgtuttle
  • Digital Badges: Naming the Badge October 29, 2015
    Once teachers have selected what learning and what digital badges (individual or category badges; see previous blog), the teachers encounter another decision. What will they name each badge? Will they use the full name of the Common Core Standard or the national proficiency? For English, under “Speaking and Listening,”will they write out SL.2 “Integrate and […]
    hgtuttle
  • Digital Badges: Better Than Grades? October 19, 2015
    Teachers understand that the grade in a course consists of many different factors such as homework, participation , projects, tests, etc. Blodget observes that sometimes grades reflect attitude, effort, ability and behavior (http://www.academia.edu/9074119/Grading_and_Whether_or_not_Grades_Accurately_Reflect_Student_Achievement). Equally important, a letter […]
    hgtuttle
  • World Language Students Use of Mobile Devices in the Classroom October 5, 2015
    Do world language students use technology n the classroom? Do their  teachers go beyond having their students use technology simply for the drill and practice in vocabulary and grammar? Students can use laptops and mobile devices to hear authentic language, read authentic texts, read tweets about famous performers, see up-to-the-moment culture,  watch video […]
    hgtuttle
  • Digital Badges: Individual or Categorized Learning Badges? September 12, 2015
    The idea of digital badges sounds appealing for the digital children in classes. As teachers start thinking about digital badges, they have to figure out what badges will be awarded. The teachers can award social or academic badges. If teachers decide to use academic badges, then the teachers may base their badges on the Common […]
    hgtuttle
  • English +Common Core +Mobile = Success (ISTE2014 Poster -details) June 30, 2014
    Here are the ten examples I showed at my English + Common Core  + Mobile ISTE 2014 Poster Session: Based on CCSS Anchor Statements: L.2 Take a Conventions Mobile Online Quiz  to pick the  incorrect sentence from four choices (capitalization) SL.2  Evaluate audio recording of a  book chapter on mobile and predict for next chapter. […]
    hgtuttle
  • Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation) June 28, 2014
    Based on my presentation at ISTE 2014 Mobile Megashare Why teach about other countries? Location: Large view to small on maps. Culture or culture. Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.) Tell one piece of information from each different Internet visual from a place in that […]
    hgtuttle
  • English + Common Core + Mobile = Success in Learning Poster Session at ISTE 2014 June 25, 2014
    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]
    hgtuttle

Blog Stats

  • 777,760 hits
Advertisements