Posts Tagged 'Formative'

Healing Learning injuries: The Immediacy of Formative Feedback

If a student has hurt herself and is bleeding, we do not say, “Wait a few days and we will take care of your bleeding.” We help stop the bleeding immediately.  However, when a student bleeds academically by showing a serious learning gap, we often delay the necessary treatment.

When a student displays a learning gap such as  not being able to write a topic sentence in a composition, we  immediately apply the treatment of providing the student with different new strategies.  We do not simply re-give the student the  original strategy that was unsuccessful for the student.  We have a list of different strategies on the class website, blog, wiki, a handout, or a QR code.  We write these strategies in student-talk and provide examples.  For example, a topic sentence has a topic, like “the school baseball team”, and a strong position or viewpoint  about the team such as “will win this Friday”.  The complete topic sentence becomes “The school baseball team will win this Friday.”
We provide a  variety of differentiated ways for the students to learn the missing concept of a topic sentence such as  a written explanation.   We can ask students to put a box around the topic and put an arrow ( → ) over the position. Also, we can offer the student  a variety of other ways of learning this concept such as    Youtubemovie, a podcast, and  a visual.  The student selects which formative feedback she feels will help her the most. Then, she practices that new strategy so that she improves.

Through the  immediacy of formative assessment, we heal the student  in their learning.  The student does not become injured for the rest of her learning.

Tuttle’s formative assessment books:   http://is.gd/tbook

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Healing the Wounded Student Through Formative Assessment

If a student has hurt herself and is bleeding, we do not say, “Wait a few days and we will take care of your bleeding.” We help stop the bleeding immediately.  However, when a student bleeds academically by showing a serious learning gap, we often delay the necessary treatment. When a student displays a learning gap such as  not being able to write a topic sentence in a composition, we  will want to immediately apply the treatment of providing the student with different new strategies.  We  have a list of different strategies on the class website, blog, wiki, a handout, or a QR code.  We write these strategies in student-talk and provide examples.  We provide a  variety of differentiated ways of learning the missing concept of a topic sentence such as  a written explanation, a  Youtubemovie, a podcast, and  a visual.  Through our using the immediacy of formative assessment, the student quickly heals.

Tuttle’s Formative Assessment books

Harry Grover Tuttle’s Three Formative Assessment Books

5 Formative Assessment and Technology Myths

Myth 1: The big computer assessment every three to five weeks is formative assessment. By three to five weeks, the students have learned and practiced the wrong way of thinking so that learning has become cement. When he assess on a daily or weekly basis, we catch learning gaps in the process and correct them.

Myth 2: The teacher uses technology to collect student work.  Yes, the teachers can use many web 2.0 tools such as wiki, voki, Google Forms, Glogster etc but the teacher has to move from collecting the evidence to recording  the  student data. If a teacher does not collect and make decisions based on the recorded data, then the teacher does not do formative assessment. Without recorded data, the teacher cannot measure progress over time.

Myth 3: The teacher can use technology such as voki, audacity, Word to talk to the students after seeing the students’ work. The teacher needs to do more than talk, he/she needs to give the student a new strategy to improve. If the student is stuck, he /she needs a precise way to get unstuck.

Myth 4: More practice on Quia, Google Forms, Blackboard, etc. will improve the students’ learning.  Only when the students learn why they got the answer wrong and learn how to think differently will they get the right answer (way  of thinking). A “you are right/you are wrong” quiz program  does not help students to grow.

Myth 5: Once the teachers see the students’ work through technology, the learning is done.  Formative assessment requires re-assessing and giving different strategies until the student shows improvement to the desired level. Often the students’ technology project is a draft and not the final version of his/her learning.  The student takes many assessments until he/she shows the desired mastery.

Link to Tuttle’s Formative Assessment books

Harry Grover Tuttle's Three Formative Assessment Books

Formative Assessment and Technology Tech Forum NY 2011 Presentation

Dr. Harry Grover Tuttle
htuttlebs@gmail.com

Formative Assessment:The process of helping students move immediately forward from their presented diagnosed learning to the desired learning goal.

Formative Assessment Process:
Student responds → Monitor → Diagnose → Feedback → Improvement Time → Success

Clearly state the learning goal and desired level of success

Use Exemplars to raise the bar of learning

Pre-test (“I can” forms for self assessment; content quizzes). Use digital forms such as Google Formsand Quia.

Formative Assessment and Technology
Student Responds Monitor Diagnose Feedback Time Success
-Digital form is best
– Write on wiki or blog- Sound or video recording
– Take pictures of
– Record data using spreadsheet, Google Form, digital checklist, online program such as Quia. – Compare against digital exemplar with specifics- Compare against digital checklist or formative rubric-Identify new strategy from digital library -Orally give through avatar (Voki), audacity or screen cast; face to face
– Refer to website that shows new strategy (QR code)
– Suggest explanatory PowerPoint made by student or teacher
– Read word processed info, text, or tweet
– Go through digital exemplar
In-class time  or screen cast – Eportfolio
– Wall of Fame
– See changes in spreadsheet graph
-Celebrate!

His Books on Formative Assessment (Eye on Education)
Formative Assessment: Responding to Students
Successful Student Writing Through Formative Assessment
Improving Foreign Language Speaking Through Formative Assessment

Improving Foreign Language Speaking Through Formative Assessment, New Book

 

Improving Foreign Language Speaking Through Formative Assessment

 

By Harry Grover Tuttle and Alan Robert Tuttle

Want a quick way to get your students conversing more in the target language? Want an easy way to help your students improve in their speaking on a daily basis? This practical book shows you how to use formative assessments to gain immediate and lasting improvement in your students’ fluency.

You’ll learn how to:

  • Help students climb the ACTFL proficiencies
  • Guide students as they develop in over sixteen language functions such as socializing and persuading
  • Embed the three-minute speaking formative assessment into every lesson with ease
  • Engage students successfully in peer formative assessment
  • Teach students to give each other formative feedback
  • Provide struggling students with over ten improvement strategies for each language function.
  • Engage students in over 170 speaking activities.
  • Use Web 2.0 tools to foster speaking
  • Move from summative assessment to daily or weekly formative evaluation of speaking

Each speaking assessment include instructions, the assessment form, extension activities, speaking topics, and at least ten strategies for improvement. There are ready-to-use checklists including the “I Can” log that helps students plot their own progress.

Research has confirmed that when teachers use formative assessment, students can learn in six to seven months what would normally take a school year to learn. You’ll find yourself using this book every day because of the gains your students will achieve in foreign language fluency.

These speaking assessment energize the class as the students have the opportunity to use a language function for a full minute. The students use language instead of practicing it.

Please share with your Modern Language teacher, Improving Foreign Language Speaking Through Formative Assessment

English Essays – Grade or Assess? Done or Keep on Improving?

Today I returned my English students first essay. In my formative assessment manner,  I carefully explained that I want them to improvement in their writing during the course and to do so, I had to identify what they have done well and what they need to improve. Í  reminded them that the rubric  checklist has a plus (+) for doing well, a question mark (?) for inconsistent  work, and negative (-) for needs improvement.  I marked 20+ items on their checklist.  I did not give them a grade like a B since the grade tells them nothing about what they did well or have to improve in.  I also explained that, for each student,  I have identified the three areas that will lead to the greatest improvement. I stressed that I expect to see improvement in those three areas on the next essay.  They copied these three improvement areas on an Essay Improvement sheet that they will hand in with their next essay.  I explained that I will provide new strategies for those  learning gaps demonstrated by the greatest number of students at the beginning of each class.   More ideas are in my Successful Student Writing Through Formative Assessment

How do you help your students  to continually  improve?

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.

Constant Peer Review on the Same Essay Improves Student Writing

I  teach a college composition course.  We spend much time in peer reviewing (probably 70% of class time) in a formative assessment process. Today the students had their 6th peer review on the same “essay” and we are just up to doing  three body paragraphs.  I asked my students to do a questionnaire on the process we use.  About 15% said that they did not peer review in their high school English classes.  Of those they did peer review, they stated that peer review  focused on grammar, spelling and punctuation. As one student said of our process,  “we  focus on changing idea.”  Most students (80%) had not had more than one peer  review their writing; so far we  have had 6 different peers react to their writing.  As one student mentioned “you get a different view and different aspects about your paper from other people ” and “You receive others’ opinions using the same format you used to write it.”  My goal is simple: for students  to constantly improve in their writing.  Formative assessment which focuses on monitoring and giving feedback continually through the process enables students to improve in each aspect of their writing, starting at the pre-writing phase.  A more thorough description of this process is found in my Successful Student Writing Through Formative Assessment

How often do your students peer review  each other’s work?

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.


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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