Formative Assessment Classroom Techniques (FACTs)

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How do we know when our students are learning?

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Formative Assessment Classroom Techniques (FACTs)

  1. 1. HOW DO WE KNOWWHEN OUR STUDENTSARE LEARNING?Strategies for Evaluating Learning
  2. 2. Workshop Goals Faculty explore the various types of formative assessments available to enhance student learning and instruction Faculty become proficient in the use of different online tools available for them to use in the classroom to expand assessment options
  3. 3. What is formative assessment? Formative assessment provides faculty with an opportunity to check student understanding along the way. It helps faculty be more aware of the learning process and provides impetus to modify his/her instruction if necessary It is an assessment of the learning process
  4. 4. Why is Formative Assessment Important? Little variation in teaching, results in great variation in student learning Guskey, T. (2005, April). Formative classroom assessment and Benjamin S. Bloom: Theory, research, and implications. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada
  5. 5. Mastery Learning Process Bloom suggests classroom assessments be used as learning tools, followed by feedback and corrective procedures. For example: students who are successful academically look up their mistakes on an assessment, ask the instructor for clarification, and refer back to texts and resources to ensure understanding Instructors should provide and facilitate this type of learning. Teaching and activities should be instructionally aligned to objectives. Guskey, T. (2005, April). Formative classroom assessment and Benjamin S. Bloom: Theory, research, and implications. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada
  6. 6. Just-in-time Feedback Feedback is diagnostic and corrective. "Just-in-time" feedback helps connect students with needed resources they need Second formative assessments are recommended to assess student gains Guskey, T. (2005, April). Formative classroom assessment and Benjamin S. Bloom: Theory, research, and implications. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada
  7. 7. Bloom’s Mastery Learning Process Guskey, T. (2005, April). Formative classroom assessment and Benjamin S. Bloom: Theory, research, and implications. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada
  8. 8. Correctives Correctives provide students with alternative approaches to learning and address different learning modalities. Following feedback, the instructor can group students for peer teaching, cooperative learning activities, or instructor remediation/clarification in small groups Guskey, T. (2005, April). Formative classroom assessment and Benjamin S. Bloom: Theory, research, and implications. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada
  9. 9. Reducing the Achievement Gaps Greater variation in teaching, results in less variation in student learning Guskey, T. (2005, April). Formative classroom assessment and Benjamin S. Bloom: Theory, research, and implications. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada
  10. 10. South Florida Initiative Following the General Faculty Meeting, all course syllabi will identify a minimum of one formative assessment for the course By including this in the syllabus, faculty are holding themselves accountable to this assessment The goal is to create a culture of assessment at our campus
  11. 11. FORMATIVEASSESSMENT IDEAS
  12. 12. Use Quizzes Quizzes test student’s knowledge by posing questions Create quiz questions that are true-false, matching, multiple choice, completion, and short-answer, or essay. Be sure to connect questions to specific learning objectives.
  13. 13. QuizStar for Teachersquizstar.4teachers.org QuizStar allows instructs to create formative quizzes that users take online. Students can compare their answers with the desired responses, and see their overall scores  Its best to use QuizStar as a learning tool, rather than for final assessment Include an unlimited number of multiple choice, true or false, and short answer questions.  Advanced options also organize students by class name and permit the teacher to activate and deactivate the quizzes.
  14. 14. Formative Assessment Weekly QuizThe Fourteenth Amendment guaranteesequal protection of the law for: A. minorities only. B. public employees only. C. private employees only. D. all citizens
  15. 15. Formative Assessment Weekly QuizAn effective sexual harassmentpolicy should have all but which ofthe following features? A. A statement of possible sanctions against those who harass others. B. A workable definition of sexual harassment. C. Prompt investigation of every claim, no matter how trivial. D. A disclaimer of responsibility for coworker behavior.
  16. 16. Formative Assessment Weekly QuizWhat are the minimal conditions neededfor effective learning to take place?1) Motivate the trainee to improve his/herperformance.2) Clearly illustrate desired skills.3) Allow the trainee to participate actively.4) Provide an opportunity to practice.5) Provide timely feedback on the traineesperformance.6) Provide some means for reinforcementwhile the trainee learns.7) Be structured from simple to complextasks.8) Be adaptable to specific problems.9) Encourage positive transfer from thetraining to the job.
  17. 17. Bloom’s Taxonomy Cognitive Domain Objectives Knowledge/Remembering - define, list, memorize, recall Basic Comprehension/Understanding – classify, explain, review Application/Applying - apply, demonstrate, illustrateIntermediate Analysis /Analyzing – infer, differentiate, examine Synthesis / Creating – construct, create, design, develop Advanced Evaluation / Evaluating –appraise, assess, judge, defend
  18. 18. Use Posters or Brochureswww.Wordle.com; www.edu.Glogster.com; Assess student learning from student individual and group research projects Creation of an individual poster/brochure or team poster/brochure as a weekly assessment to primarily ensure weekly objectives are understood. A poster presentation guides the student through the basics of the study, freeing the presenter to focus on discussion of essential elements of the work. Decisions about poster format and design contribute to efficient and accurate transfer of information using this medium
  19. 19. Glogster.com Online multimedia posters  with text, photos, videos, graphics, sounds, drawings, data attachments and more A Glog is created using a very easy to understand, drag and drop interface  enjoyable, and scalable for students of all ages and learning styles Encourages students to express independent and creative thought, and be competent and confident problem solvers
  20. 20. Brochure - Microsoft Template Brochures provide information on an array of topics. Brochures can be created over the progression of a course or a new brochure can be created each week highlighting the week’s objectives Brochures can contain anything from information on How to…, to medical information and religious course content.
  21. 21. Use Concept Mapswww.bubbl.us Concept Maps are useful formative techniques that helps students learn more effectively, improves the way that they record information, and supports and enhances creative problem solving. Concept Maps are useful for summarizing information, for consolidating large chunks of information, for making connections, and for creative problem solving. To use Concept Maps effectively, make sure students use short words, use different colors to add visual impact, and incorporate symbols and images to further spur creative thinking
  22. 22. Week 2:OBJECTIVE: Explain the job analysis. Outline a workforce planning system.OBJECTIVE: Explain the selection process for staffing
  23. 23. Use In-Class Essays Essays assess higher-level cognitive skills Use essays to analyze, reflect, compare, justify, contrast, com pile, interpret, or formulate conclusions Focus on personal perspectives in order to help students formulate and express their opinions and attitudes Give students options so they can write about what interests them
  24. 24. Use Portfolioswww.rcampus.com A portfolio is a compilation of work, developed by the student that demonstrates what he or she knows and can do Documents the student’s efforts, development, and accomplishments throughout a course or degree program Show the evolution the student has gone through to reach their current performance level. Student can self-reflect and self-evaluate their work as they progress.
  25. 25. Use Portfolioswww.rcampus.com Student’s can build ePortfolios to track and showcase their work. Create learning portfolios for  reflective assignments  teacher-student engagement  evaluation of SLOs  peer-review  authentic assessments  and more Student’s can create career ePortfolios that they can keep years after schools.
  26. 26. Use Performance Evaluations Assessing a skill a student needs to learn in order to accomplish a specific task Performance evaluations not only requires students to know what to do, but also how to do it Use a performance standard checklist that features a scoring system
  27. 27. Use Interviews Conducted with instructor asking questions and the student responding Develop a set of questions that covers specific objectives Consider structured questions requiring a specific response and open-ended questions that allow for detailed answers.
  28. 28. Use Journals Journals are records learners keep as they work through a class or program Learners in a process-oriented course, record their learning stage by stage At the end of each stage, students write out their thoughts and experiences about what happened during the process. Promotes self-reflection; good tool for formative learning
  29. 29. Use Journals Gives the student the opportunity to reflect on their own learning and experiences in the class Great way to uncover the internal journey of each student In some cases, the personal journey of each student may be more significant than the instructor can observe from the outside.
  30. 30. Use Team Reflective Papers Reflective team papers document student’s learning processes during a course. At the end of each class students compile their cumulative records of their learning experiences and write a discussion paper.  A summary of common themes  Identify and describe personal insights, moments of critical questioning, and comments or ideas  What effect do they have and what dilemmas, questions, or possibilities do they raise? How do these issues affect the clarity, order, confusion, or chaos of your thinking? How will you explore these issues further?
  31. 31. Use Website Developmentwww.wix.com With increased use of the World Wide Web it’s become common practice to encourage students to develop sites to:  Educate others in their field (teach about something)  Perform a task (teach how to do something)  Present facts  Teach concepts and definitions  Show procedures/steps  Demonstrate processes/stages  Provide principles/guidelines Instructors can evaluate websites with respect to their content, their design, or both
  32. 32. Use Website Development
  33. 33. Use a One-Minute Assessment Allows instructors to ask questions and collect responses on-the-spot. Involves asking students to respond to a couple of questions to help the instructor evaluate the class Questions should focus on current student learning
  34. 34. Use a Pretest/Post-testApproach Pretest/Post-test measures students knowledge and skills before instruction Measures growth and knowledge during instruction Measures what students learned at the end of instruction It is a direct measure of a unit/lesson/course’s effectiveness.
  35. 35. Use Learner Tryout Student teaches the class by offering an instructional activity. They are learning are basic principles of communication Students discover how much more they have assimilated unconsciously than they had been aware Ogawa, N. (1997), Let Your Students Teach Their Class. Retrieved at http://iteslj.org/Techniques/Ogawa- StudentsTeach.html
  36. 36. Additional Ideas? Share your best practices…
  37. 37. Questions?

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