Archive for the 'Pre-test' Category

Class increase of 12 points over last semester

I give a pre-test and a post test in my Spanish course.  From the pre-test I can measure the students incoming knowledge.  From the post-test I measure their departing knowledge.   More importantly, I analyze the results of each unit test by the various categories on the test. If many students do poorly on a certain section, I reteach it.  The next semester I start out that particular point with  the reteaching material.  I also do many formative assessments so that I can give students new strategies to do better.  This semester my students did an average of 12 points better than last semester’s students.  I have analyzed the final to see the area in which they lost the most points – writing mini-compositions and have begun to figure out ways to help them. We will do more writing in class and on our class wiki. I will focus on the verb forms to tell a story such  as what I did last weekend. I will have them write out their weekend in a chronological order and make sure that they use a different verb in each sentence. We will do mini-writings over several class periods. For the final they do not need complicated sentences; they just need simple sentences that communicate different ideas.  My goal is to increase this coming semester’s average by 10 points over last semester.

By how much will you increase your class average  this coming year?

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.

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Activating Prior Knowledge and Formative Assessment

As I work with my students to develop their writing skills, I want to know what they already know about writing. I want to activate their prior knowledge and experiences. However, there is a down side to activating prior knowledge. A science teacher friend says that his students have many more misconceptions about science, then conceptions. He is careful to find out their misconceptions about a topic at the very beginning of the unit so that he can spend time in helping them to understand that their misconception is not valid science thinking. If they continue with this misconception, they will never grasp the real conception. I find that the same thing happens in writing. Students have misconceptions about writing such as “if I write it, it has to be good”,  “A very long story at the beginning of a very short essay is a great introduction.” or “One small piece of evidence is enough to convince my reader”.

I think we have to be aware that activating prior knowledge means activating whatever the student s may  think they “know” about the topic. Such activation does not assume that all prior “knowledge” is really positive knowledge. Activating prior knowledge provides a great formative assessment tool since we can “see” the students’ previous learning.  Therefore, we can guide the student forward instead letting student being stuck in his/her misconceptions.

Do you activate and diagnose students’ prior knowledge and  figure out strategies to  help the students improve in their learning?

Self-Assessment, Teacher Assessment and Improvement

This semester I have my students in Speech class do a self-assessment (what do they think they will do well on and what do they think are their areas for improvement)  before they give a speech.  Then they give the speech and do a post-assessment (what do they think they did well on and what do they think were their areas for improvement) . After they give me their pre-post sheet, I give them my assessment.  Then I return their pre-post to them so that they can compare their statements and mine.  In the next step they pick two areas and write out specifically what they are going to do improve (Not “look up more” but “look up more by (indicating the specific action). During their next speech I look for their indicated improvement.

How do you help your students to improve?

Mystery Object, Critical Thinking, and Pretest

I’m teaching a course in critical thinking to college students. I showed them a glass case, asked them to think of five questions to determine what was inside and then to write down the questions. Next, I had them get in groups of 5-6 and read aloud their questions. Then, I asked them to think about the answers of others and their own answers. Finally, I asked them to rewrite their questions based on the questions they had heard. I was amazed at how many students did not change their questions. 20 questions became 100 questions. They handed in their original questions,their reflection and their “revised” questions. I realize that pre-assessment revealed much about their critical thinking and the skills that I have to teach them.

Planning the Next Semester – Focusing on Learning Gaps

As I’ve mentioned, I’m planning my next semester. Or rather I’m getting in a state of readiness. Once I meet with the students and administer the many short pre-assessments, I will start to understand their present position in terms of the learning standards and to know what learning gaps exist. Then I can modify my lessons and materials to better help them in their learning journey.

As this semester’s students have revealed more learning gaps, I have been writing the gaps down and have been developing activities to help the students. A major grammatical problem is the “‘s” that many students use for the noun plural such as “the boy’s are running.” I have developed other help materials for writing such as coming up with topic sentences for a thesis. I realize that most of my outside of classroom time this semester has been in identifying students’ learning gaps and developing materials/techniques to overcome those gaps as part of the feedback process. My teaching has been more focused on helping students overcome their gaps or trying to help them avoid possible learning gaps. I have learned that some of my techniques were not helpful to the students since the techniques did not help the students move forward in their learning. I felt that I have learned so much about helping students to learn.

What changes are you making to help next year’s students overcome probable learning gaps?

Pre-assessment: Open Eyes or Blinded

This semester I have given many pre-assessments to my students. Last semester, I made many mistakes in instruction because I did not know enough about my students before the beginning of the semester. I taught material that they knew and did not delve into material that they did not know. I assumed that they could read the textbook when their reading rate and comprehension which I tested once I saw a problem revealed an average class reading rate in the low 100s and a comprehension rate of 60% or lower. I thought that since they were college students they could organize their own writing.

So this semester, I have given them writing diagnostic, writing patterns past knowledge diagnostic, grammar diagnostic, vocabulary diagnostic, and reading diagnostic. I can hear the moans about wasting all the time on diagnostic. My students spend 45 minutes on the combined writing and grammatic diagnostic, three minutes on the vocabulary one, four minutes on the past writing patterns and about 15 on the reading one. So in just about one hour and ten minutes I have done six diagnostic tests that have transformed how I teach writing to the students.

What pre-assessments do you give and how do you change your instruction to better improve your students’ learning?

Writing Types Quick Diagnostic – Quick yet meaningful information

I do not want to teach my writing classes with blinders on.  I want to know the students’ entering perceptions about writing and their actual writing skills. I made up a quick online survey on  Zoomerang. The survey asks the students

To identify if they have done this type of writing
If they have done it how many times 1-6
How well they think they do it 4 (very good)-3-2-1(beginning level )

Narrative (Telling a story)
Definition (What something means)
Classification (Categories of something)
Process (How to do something)
Illustration (Explaining something)
Description (What something looks like? Mood?)
Cause and Effect (What caused something? What was the result?)
Comparison (How similar or different are two items?)
Argument/Persuasion (Convince/Persuade about something)
Research Paper

For them to identify their favorite type of writing and why
For them to identify their least favorite type of writing and why

What they do well in their writing?
What they would like help with in their writing.

As soon as they have completed the survey, I have the compiled results.  I now have meaningful information to help me plan the course.  I will change it to help them move forward in their writing.


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

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