Checking for Understanding in a Digital World
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Checking for Understanding in a Digital World

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Find out why we should use formative assessment strategies in the classroom and check out some of the latest web 2.0 tools that can be used for this purpose.

Find out why we should use formative assessment strategies in the classroom and check out some of the latest web 2.0 tools that can be used for this purpose.

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  • Press F5 or use the tool bar to enter presentation mode in order to see the poll. http://www.polleverywhere.com/multiple_choice_polls/LTkxNTQ0Mjc1Mw If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone. In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:

Checking for Understanding in a Digital World Checking for Understanding in a Digital World Presentation Transcript

  • Teach Smarter, Not Harder Kyle Schutt DEN Account Manager – Assessment [email_address]
  • Learning Outcomes
      • Continue to develop a common language and understanding of assessment in the classroom
      • Gain an understanding of how to utilize digital assessment tools in the classroom
      • Realize that YOU CAN do this!
  • Essential Question
    • How can we use digital tools in the classroom to increase instructional time and meet all students’ needs?
    http:// ktschutt.wikispaces.com
  • Cell phones out and on! Initial Thoughts…
  •  
  • Assessment Analogy
    • Summative assessment – assessment of learning
      • State-wide tests
      • NAEP
      • Exams
      • MANY classroom tests
    • Formative assessment – assessment for learning
    “Formative assessment is not a test. Rather, it is an ongoing process in which teachers use test-elicited evidence to adjust their instruction or students use it to adjust their learning tactics .” Jim Popham Summative vs. Formative Assessment
  • Why Formative Assessment?
    • Research on formative assessment has shown that when teachers practice good formative assessment and students participate in it, BOTH achievement and motivation increase.
    • This achievement increase can be as much as .4 to .7 standard deviations. That’s like moving from the 50 th percentile to the 65 th or 75 th percentile.
    • These effect sizes are larger than most of those found for educational interventions.
  • How do you know what your students need?
    • Survey Monkey
    • EasyTestMaker
    • Google Docs
    • Google Forms
    • Poll Everywhere
    • Quizlet
    • DE Quiz Builder
    • Local Assessment Data
    • DE Assessment
      • Benchmarks
      • Progress Zone
    * Continuous Improvement Model
  • * Continuous Improvement Model Utilize digital media to support instruction
  • Tools to collect student input
    • Tiny Chat
    • Edmodo
    • Wall Wisher
    • DE Quiz Builder
    • DE Assessment
      • Progress Zone
      • http://tinyurl.com/algebratest1
    * Continuous Improvement Model
  • * Continuous Improvement Model Decide upon a course of action
  • Teaching without assessment is like… http:// bit.ly/DEAtsnh
  • Stay Connected to the DEN!
    • http://www.twitter.com/den
    • http://denblogs.com
    • http://dencommunity.com
  • Resources
    • www.polleverywhere.com
    • http://www.youtube.com/watch?v=LWvT4cJS1RM
    • http://www.amazon.com/Classroom-Instruction-That-Works-Research-Based/dp/0871205041
    • http://www.osceola.k12.fl.us/depts/Curriculum_Instructional_Services/CIM-ContinuousImprovementModel.asp
    • www.wallwisher.com
    • Formal
    • Given to struggling students that are not proficiency on common formative assessments or benchmark assessments
    • Precisely measures students’ skill-level proficiencies in basic skill areas of reading and mathematics
    • Ensures that instructional interventions are effective
    Progress Monitoring Assessments/Curricular Based Measures (CBMs)
    • Formal
    • Given to entire Grade level or Subject area after a unit of instruction
    • Identify which students have not demonstrated mastery of essential standards
    • Identify effective instructional practices
    • Identify patterns in student mistakes
    • Measure the accuracy of the assessment
    • Plan and target interventions
    • Provide additional, necessary information to plan for effective instruction
    Diagnostic Assessments/Common Formative Assessments
    • Informal
    • Given as pretest and/or posttest to identify struggling learners’ instructional levels
    • Provides immediate feedback of concept mastery to teachers for flexible grouping, reteaching, etc. on the classroom level
    Checks for Understanding/Probes Purpose Types/Name Formative Assessment