Forms for ELA and Math
โข
1 likeโข664 views
This document discusses using Google Forms for English Language Arts (ELA) and math assessments. It provides examples of how forms can be used for icebreakers to get to know students, collecting data about class demographics, flipped teaching with pre-recorded lectures and self-paced learning, randomized multiple choice questions, instant feedback quizzes, and differentiated assessments that direct students to tutorials if they answer incorrectly. The document also provides additional resources for learning the basics of Google Forms and advanced techniques using scripts.
Report
Share
Report
Share
Download to read offline
Recommended
Survey Fieldwork #1
A survey was conducted of 5th grade teachers and students to understand the effectiveness of learning with or without technology in the classroom. The survey was administered through a Google Form and included questions about student and teacher experiences with both independent and collaborative learning, as well as with novice and expert teachers and students. Feedback was provided to the researcher on adjusting some of the questions for 5th graders and avoiding complexity.
Assessing Information Literacy From the Ground Up
The document discusses the development of an information literacy assessment program at Ferris State University. It describes creating learning outcomes based on information literacy competency standards and developing a question bank to assess student skills. Assessments are administered using Survey Monkey before and after library instruction. The program aims to close the assessment loop by using data to improve instruction. Starting small and gaining faculty buy-in were keys to success. Next steps include expanding assessments to more classes and adapting for distance learning. The overall goal of establishing a culture of assessment on campus to improve information literacy is being accomplished.
Exciting Strategies for 2014 GED Test Prep: Orange You Glad?
Sample lesson and workshop for "Achieving Credentials for Success" Conference in Appleton, Wisconsin, October 16, 2013.
Pt2 of LACUE 2013
The document discusses using Google Forms to gather information from students for various purposes like checking prior knowledge, conducting surveys, quizzes, and exit tickets. It notes that forms make it easy to collect student data and that the results can then be discussed. As an example, it mentions a form was used to gather information about students but could have been improved by using multiple choice answers.
7 Ways to Use the NOT Release Conditions in Brightspace
Presentation by Barry Dahl, Teaching & Learning Advocate at D2L.
Wednesday, October 9 at SFASU.
The D2L Lunch-n-Learn events will showcase teaching and learning within Brightspace, and sessions will feature topics such as effective practices in instructional design, web accessibility, increasing student engagement, and much more. Itโs a great opportunity to exchange new ideas, as well as learn more about the Brightspace community.
Edu 305 week 5 individual assignment classroom observation and teacher interv...
Edu 305 week 5 individual assignment classroom observation and teacher interv...ENTIRE COURSES FINAL EXAM
http://finishedexams.com/homework_text.php?cat=4504
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS โRATED A+" - Without Registration! ย
Tips for Assessing Student Learning Using Blackboard
The online assessment tools of Blackboard can be utilized to facilitate meaningful and memorable learning activities for students. These online assessment tools include: surveys, test, quizzes, and electronic submission of assignments. What are the most efficient and effective uses of the Blackboard assessment tools? What recommendations exist for reinforcing academic integrity and providing meaningful feedback? This online discussion to shared tips and best practices for assessing student learning using Blackboard.
Exciting Strategies to Prepare Low Level Learners for the 2014 GED Test
Presentation May 2, 2013 from US Conference on Adult Literacy (USCAL) Regionals in Nashville, Tennessee
Recommended
Survey Fieldwork #1
A survey was conducted of 5th grade teachers and students to understand the effectiveness of learning with or without technology in the classroom. The survey was administered through a Google Form and included questions about student and teacher experiences with both independent and collaborative learning, as well as with novice and expert teachers and students. Feedback was provided to the researcher on adjusting some of the questions for 5th graders and avoiding complexity.
Assessing Information Literacy From the Ground Up
The document discusses the development of an information literacy assessment program at Ferris State University. It describes creating learning outcomes based on information literacy competency standards and developing a question bank to assess student skills. Assessments are administered using Survey Monkey before and after library instruction. The program aims to close the assessment loop by using data to improve instruction. Starting small and gaining faculty buy-in were keys to success. Next steps include expanding assessments to more classes and adapting for distance learning. The overall goal of establishing a culture of assessment on campus to improve information literacy is being accomplished.
Exciting Strategies for 2014 GED Test Prep: Orange You Glad?
Sample lesson and workshop for "Achieving Credentials for Success" Conference in Appleton, Wisconsin, October 16, 2013.
Pt2 of LACUE 2013
The document discusses using Google Forms to gather information from students for various purposes like checking prior knowledge, conducting surveys, quizzes, and exit tickets. It notes that forms make it easy to collect student data and that the results can then be discussed. As an example, it mentions a form was used to gather information about students but could have been improved by using multiple choice answers.
7 Ways to Use the NOT Release Conditions in Brightspace
Presentation by Barry Dahl, Teaching & Learning Advocate at D2L.
Wednesday, October 9 at SFASU.
The D2L Lunch-n-Learn events will showcase teaching and learning within Brightspace, and sessions will feature topics such as effective practices in instructional design, web accessibility, increasing student engagement, and much more. Itโs a great opportunity to exchange new ideas, as well as learn more about the Brightspace community.
Edu 305 week 5 individual assignment classroom observation and teacher interv...
Edu 305 week 5 individual assignment classroom observation and teacher interv...ENTIRE COURSES FINAL EXAM
http://finishedexams.com/homework_text.php?cat=4504
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS โRATED A+" - Without Registration! ย
Tips for Assessing Student Learning Using Blackboard
The online assessment tools of Blackboard can be utilized to facilitate meaningful and memorable learning activities for students. These online assessment tools include: surveys, test, quizzes, and electronic submission of assignments. What are the most efficient and effective uses of the Blackboard assessment tools? What recommendations exist for reinforcing academic integrity and providing meaningful feedback? This online discussion to shared tips and best practices for assessing student learning using Blackboard.
Exciting Strategies to Prepare Low Level Learners for the 2014 GED Test
Presentation May 2, 2013 from US Conference on Adult Literacy (USCAL) Regionals in Nashville, Tennessee
Exciting Strategies And Technology for Detroit GED Test Prep
This document summarizes a workshop on preparing for the 2014 GED test. It discusses the major changes to the test, including alignment with Common Core standards, increased cognitive complexity, 100% computer-based testing, and intertwined subject areas. The workshop covered implications for instruction and included activities for participants to create interdisciplinary lesson plans using technology and explore GED test resources. Participants worked in groups and used an online platform to collaborate.
Footholds and Foundations: Setting Freshmen on the Path to Lifelong Learning
This document summarizes the development and results of a software tool created to assess student learning from library instruction sessions at the University of North Texas. The software allows for anonymous pre- and post-testing of students to measure changes in skills like database searching and finding help from a librarian. Analysis found a 33.2% increase in students' ability to search an academic database, and decreases in library anxiety and ability to find librarian help between pre- and post-tests. The assessment tool is being offered for other institutions to use.
Effective Teaching with Learn@UW
This is a brief overview of how to effectively use a few of the most common tools within Learn@UW/Desire2Learn for instructional purposes. Presentation given to a graduate seminar on teaching biology at Univ. of Wisconsin-Madison.
Developing Conceptual Understanding Through Alternative Assessment
This document discusses using alternative assessments such as infographics and annotated bibliographies. It proposes assessing students through infographics (15%) and assessed problems (20%). Benefits of infographics include condensing information for easier understanding. Considerations include ensuring topics are researchable and developing students' graphic design skills. Feedback from students found ranking peer infographics first helped understand assessment criteria. The document discusses using comparative judgement for peer assessment and collecting student feedback on the process.
NIU Blackboard Portfolio Pilot Information
The document discusses plans to pilot the use of Blackboard Portfolios at Northern Illinois University. It provides background on the portfolio tool available through the university's existing Blackboard Content System. An initial summer 2010 pilot will have faculty review capabilities and provide suggestions. A fall 2010 open pilot will gather additional feedback to inform template development and full implementation. The portfolio tool allows users to create, manage, and share collections of work through a series of customizable pages.
Assessment Driven Instruction
The document discusses assessment-driven instruction for reading programs in grades K-3. It defines assessment-driven instruction as using data from valid reading assessments that measure six components of reading. Teachers use several types of assessments, including screening, progress monitoring, diagnostic, and outcome assessments. The data from these assessments helps teachers identify students' reading levels, group students for effective instruction, target skills to reteach, and monitor student progress. The Lead Literacy Teacher's role includes scheduling assessments three times per year and implementing interventions for students at risk.
Can electronic marking help engage students with assessment and feedback
The document discusses a project aimed at engaging students in the assessment and feedback process through electronic marking. The initial aims were to involve students in developing marking criteria and applying feedback. The project used GradeMark software to provide feedback linked directly to criteria. Students provided feedback on writing criteria and using GradeMark for comments. The presenters reflected on continuing criteria development, student engagement challenges, and best practices for criteria writing.
Taking the Timetable Out of Oral Presentations
Presented at Variety in Chemistry Education in 2012, this covers the use of screencast presentations in 1st year chemistry teaching
Nss 2014 uog launch presentation
The document provides guidance for completing the National Student Survey (NSS) for final year undergraduate students at the University of Gloucestershire. It explains that the NSS asks students to provide feedback on their course to help the university improve strengths and address issues. It breaks down the survey into sections on teaching quality, assessment and feedback, academic support, organization and management, and learning resources. It provides guidance on how to interpret and respond to questions within each section.
Calamity & Creativity in Chemistry
This document discusses alternative assessments in chemistry education to promote information literacy. It proposes having students research a topic of their choice, produce an output like a presentation, and reflect on their work. Examples of assessments include evaluating online information and identifying inaccurate chemistry facts, creating a screencast presentation on topics like inorganic or environmental chemistry, and producing an infographic to explain a concept. The goal is to have students create and share content while developing skills in areas like peer learning and assessment. It acknowledges that developing new assessments takes significant effort but can be useful for a few years before needing to be revised.
The student data driven life... every teacher's dream
Presented at the South Carolina Middle School Conference on March 1, 2014.
Come take a look at how we use student data to drive (and even detour) our instruction!
Can electronic marking help to engage students with assessment and feedback?
The document discusses a project that aimed to engage students in the assessment and feedback process through the use of electronic marking. The initial goals were to involve students in developing marking criteria and understanding how feedback linked to the criteria. The project used GradeMark software to provide feedback comments on assignments. Students provided feedback on writing criteria and engaging with criteria in class. Overall, the project aimed to explore how electronic marking could improve dialogue with students and help them recognize feedback.
Designing MC Exams
Grading & Midterm Assessments - Designing Exams: A Roundtable Exchange of What Works in Creating Objective Questions
Ektf Seminar7 Notes
This document discusses asynchronous versus synchronous online discussions and considerations for designing effective online discussions. Asynchronous discussions occur via writing and allow flexible participation, while synchronous discussions happen in real-time via writing or speaking. When designing discussions, the instructor must determine whether they will be asynchronous or synchronous, the expected size and level of formality, how feedback will be provided, and how participation will be documented. The instructor is responsible for intentionally designing discussions with clear topics, participation structures, and methods for assessment.
How to Use Data to Drive Instruction
This presentation was designed to assist educators with school level, data-based decision-making. The material presented here was packaged to help teachers understand various data sets, how to analyze information, and how to use the same information to inform instruction. This presentation is free for public use. If you have questions or would like additional information, please contact me via email (Floydd1@duvalschools.org).
Nss 2013 launch
The National Student Survey asks final year undergraduate students to provide feedback on their course experience. It covers teaching quality, assessment and feedback, academic support, course organization, learning resources, and personal development. The survey results help the university identify strengths and issues to improve students' experiences. The document provides guidance for students on completing the survey, including considering their overall experience over three years rather than specific modules or lecturers. It also explains the different types of feedback and support covered in the questions.
Formative assessment
Formative assessment involves providing students with continual, explicit feedback to help them track their learning progress. It helps students answer questions about where they are in their learning, where they need to go, and how to close gaps. Effective formative assessment uses learning progressions, short-term goals, clearly defined learning goals and criteria, and descriptive feedback tailored to individual students. Strategies for formative assessment include clinical interviews using math problems to assess understanding, allowing time for self-assessment and making connections between concepts.
Frey_EasternPsychologicalAssociation
This presentation is from the Eastern Psychological Association on March 6, 2009. Title of the presentation: Quality in Online Courses.
Edu 301 week 5 d qs
This document provides solutions to discussion questions from an education course. It addresses how to ensure students have access to a single classroom computer and which five technology tools would be most useful. It also provides links to additional education resources and suggests studying with others to stay focused.
2014 GED Test Lesson Plan Template & Sample: Education Pays
Template to develop an interdisciplinary lesson for the 2014 GED Test. Includes a sample lesson called Education Pays, viewable in powerpoint form as part of the workshop 2014 GED Instructional Strategies: http://www.slideshare.net/MeagenHowe/2014-ged-testinstructionalstrategies
RVHS TeachMeet 10 February 2015
The document summarizes key points from a focus group discussion on differentiation in teaching. It defines differentiation as identifying the most effective strategies for each learner to reach targets. Differentiation should be seen as integral to learning, not just for struggling students. It can be aimed at whole classes, groups, or individuals. The document lists different categories of differentiation, such as by task, outcome, support, resources, interest, variety of teaching methods, and grouping. It emphasizes the importance of knowing student data like needs and prior attainment to effectively differentiate. Technology tools for homework like Google Forms and Classroom are also discussed.
Gamification in the Classroom
This document discusses using gamification techniques in the classroom to motivate students and change the learning environment. It suggests giving students badges for accomplishments, providing choice and freedom in how they learn, using a points/level up system instead of grades, giving feedback on student progress, and allowing students to work collaboratively through challenges. The document encourages starting some of these strategies the next day, such as allowing test retakes without penalty or giving points for completing assignments rather than taking points away. Overall, it promotes using gaming elements to spark students' interest and maximize their learning potential.
More Related Content
What's hot
Exciting Strategies And Technology for Detroit GED Test Prep
This document summarizes a workshop on preparing for the 2014 GED test. It discusses the major changes to the test, including alignment with Common Core standards, increased cognitive complexity, 100% computer-based testing, and intertwined subject areas. The workshop covered implications for instruction and included activities for participants to create interdisciplinary lesson plans using technology and explore GED test resources. Participants worked in groups and used an online platform to collaborate.
Footholds and Foundations: Setting Freshmen on the Path to Lifelong Learning
This document summarizes the development and results of a software tool created to assess student learning from library instruction sessions at the University of North Texas. The software allows for anonymous pre- and post-testing of students to measure changes in skills like database searching and finding help from a librarian. Analysis found a 33.2% increase in students' ability to search an academic database, and decreases in library anxiety and ability to find librarian help between pre- and post-tests. The assessment tool is being offered for other institutions to use.
Effective Teaching with Learn@UW
This is a brief overview of how to effectively use a few of the most common tools within Learn@UW/Desire2Learn for instructional purposes. Presentation given to a graduate seminar on teaching biology at Univ. of Wisconsin-Madison.
Developing Conceptual Understanding Through Alternative Assessment
This document discusses using alternative assessments such as infographics and annotated bibliographies. It proposes assessing students through infographics (15%) and assessed problems (20%). Benefits of infographics include condensing information for easier understanding. Considerations include ensuring topics are researchable and developing students' graphic design skills. Feedback from students found ranking peer infographics first helped understand assessment criteria. The document discusses using comparative judgement for peer assessment and collecting student feedback on the process.
NIU Blackboard Portfolio Pilot Information
The document discusses plans to pilot the use of Blackboard Portfolios at Northern Illinois University. It provides background on the portfolio tool available through the university's existing Blackboard Content System. An initial summer 2010 pilot will have faculty review capabilities and provide suggestions. A fall 2010 open pilot will gather additional feedback to inform template development and full implementation. The portfolio tool allows users to create, manage, and share collections of work through a series of customizable pages.
Assessment Driven Instruction
The document discusses assessment-driven instruction for reading programs in grades K-3. It defines assessment-driven instruction as using data from valid reading assessments that measure six components of reading. Teachers use several types of assessments, including screening, progress monitoring, diagnostic, and outcome assessments. The data from these assessments helps teachers identify students' reading levels, group students for effective instruction, target skills to reteach, and monitor student progress. The Lead Literacy Teacher's role includes scheduling assessments three times per year and implementing interventions for students at risk.
Can electronic marking help engage students with assessment and feedback
The document discusses a project aimed at engaging students in the assessment and feedback process through electronic marking. The initial aims were to involve students in developing marking criteria and applying feedback. The project used GradeMark software to provide feedback linked directly to criteria. Students provided feedback on writing criteria and using GradeMark for comments. The presenters reflected on continuing criteria development, student engagement challenges, and best practices for criteria writing.
Taking the Timetable Out of Oral Presentations
Presented at Variety in Chemistry Education in 2012, this covers the use of screencast presentations in 1st year chemistry teaching
Nss 2014 uog launch presentation
The document provides guidance for completing the National Student Survey (NSS) for final year undergraduate students at the University of Gloucestershire. It explains that the NSS asks students to provide feedback on their course to help the university improve strengths and address issues. It breaks down the survey into sections on teaching quality, assessment and feedback, academic support, organization and management, and learning resources. It provides guidance on how to interpret and respond to questions within each section.
Calamity & Creativity in Chemistry
This document discusses alternative assessments in chemistry education to promote information literacy. It proposes having students research a topic of their choice, produce an output like a presentation, and reflect on their work. Examples of assessments include evaluating online information and identifying inaccurate chemistry facts, creating a screencast presentation on topics like inorganic or environmental chemistry, and producing an infographic to explain a concept. The goal is to have students create and share content while developing skills in areas like peer learning and assessment. It acknowledges that developing new assessments takes significant effort but can be useful for a few years before needing to be revised.
The student data driven life... every teacher's dream
Presented at the South Carolina Middle School Conference on March 1, 2014.
Come take a look at how we use student data to drive (and even detour) our instruction!
Can electronic marking help to engage students with assessment and feedback?
The document discusses a project that aimed to engage students in the assessment and feedback process through the use of electronic marking. The initial goals were to involve students in developing marking criteria and understanding how feedback linked to the criteria. The project used GradeMark software to provide feedback comments on assignments. Students provided feedback on writing criteria and engaging with criteria in class. Overall, the project aimed to explore how electronic marking could improve dialogue with students and help them recognize feedback.
Designing MC Exams
Grading & Midterm Assessments - Designing Exams: A Roundtable Exchange of What Works in Creating Objective Questions
Ektf Seminar7 Notes
This document discusses asynchronous versus synchronous online discussions and considerations for designing effective online discussions. Asynchronous discussions occur via writing and allow flexible participation, while synchronous discussions happen in real-time via writing or speaking. When designing discussions, the instructor must determine whether they will be asynchronous or synchronous, the expected size and level of formality, how feedback will be provided, and how participation will be documented. The instructor is responsible for intentionally designing discussions with clear topics, participation structures, and methods for assessment.
How to Use Data to Drive Instruction
This presentation was designed to assist educators with school level, data-based decision-making. The material presented here was packaged to help teachers understand various data sets, how to analyze information, and how to use the same information to inform instruction. This presentation is free for public use. If you have questions or would like additional information, please contact me via email (Floydd1@duvalschools.org).
Nss 2013 launch
The National Student Survey asks final year undergraduate students to provide feedback on their course experience. It covers teaching quality, assessment and feedback, academic support, course organization, learning resources, and personal development. The survey results help the university identify strengths and issues to improve students' experiences. The document provides guidance for students on completing the survey, including considering their overall experience over three years rather than specific modules or lecturers. It also explains the different types of feedback and support covered in the questions.
Formative assessment
Formative assessment involves providing students with continual, explicit feedback to help them track their learning progress. It helps students answer questions about where they are in their learning, where they need to go, and how to close gaps. Effective formative assessment uses learning progressions, short-term goals, clearly defined learning goals and criteria, and descriptive feedback tailored to individual students. Strategies for formative assessment include clinical interviews using math problems to assess understanding, allowing time for self-assessment and making connections between concepts.
Frey_EasternPsychologicalAssociation
This presentation is from the Eastern Psychological Association on March 6, 2009. Title of the presentation: Quality in Online Courses.
Edu 301 week 5 d qs
This document provides solutions to discussion questions from an education course. It addresses how to ensure students have access to a single classroom computer and which five technology tools would be most useful. It also provides links to additional education resources and suggests studying with others to stay focused.
2014 GED Test Lesson Plan Template & Sample: Education Pays
Template to develop an interdisciplinary lesson for the 2014 GED Test. Includes a sample lesson called Education Pays, viewable in powerpoint form as part of the workshop 2014 GED Instructional Strategies: http://www.slideshare.net/MeagenHowe/2014-ged-testinstructionalstrategies
What's hot (20)
Exciting Strategies And Technology for Detroit GED Test Prep
Exciting Strategies And Technology for Detroit GED Test Prep
ย
Footholds and Foundations: Setting Freshmen on the Path to Lifelong Learning
Footholds and Foundations: Setting Freshmen on the Path to Lifelong Learning
ย
Developing Conceptual Understanding Through Alternative Assessment
Developing Conceptual Understanding Through Alternative Assessment
ย
Can electronic marking help engage students with assessment and feedback
Can electronic marking help engage students with assessment and feedback
ย
The student data driven life... every teacher's dream
The student data driven life... every teacher's dream
ย
Can electronic marking help to engage students with assessment and feedback?
Can electronic marking help to engage students with assessment and feedback?
ย
2014 GED Test Lesson Plan Template & Sample: Education Pays
2014 GED Test Lesson Plan Template & Sample: Education Pays
ย
Similar to Forms for ELA and Math
RVHS TeachMeet 10 February 2015
The document summarizes key points from a focus group discussion on differentiation in teaching. It defines differentiation as identifying the most effective strategies for each learner to reach targets. Differentiation should be seen as integral to learning, not just for struggling students. It can be aimed at whole classes, groups, or individuals. The document lists different categories of differentiation, such as by task, outcome, support, resources, interest, variety of teaching methods, and grouping. It emphasizes the importance of knowing student data like needs and prior attainment to effectively differentiate. Technology tools for homework like Google Forms and Classroom are also discussed.
Gamification in the Classroom
This document discusses using gamification techniques in the classroom to motivate students and change the learning environment. It suggests giving students badges for accomplishments, providing choice and freedom in how they learn, using a points/level up system instead of grades, giving feedback on student progress, and allowing students to work collaboratively through challenges. The document encourages starting some of these strategies the next day, such as allowing test retakes without penalty or giving points for completing assignments rather than taking points away. Overall, it promotes using gaming elements to spark students' interest and maximize their learning potential.
Create a quiz using google forms
This document provides step-by-step instructions for creating and sharing a survey using Google Forms:
1. Sign into Google and select Drive to create a new Form. Choose a title and theme. Add questions and set them as required. Create a destination spreadsheet for responses.
2. Preview the live Form and share it by sending a link or embedding it on a Google Site.
3. Responses will be collected in the destination spreadsheet. Data can be viewed in a colorful graphical summary for analysis.
Google Forms for Data Collection & Progress Monitoring
This document discusses using Google Forms for data collection and progress monitoring of IEP goals for students. It provides examples of measurable annual goals and short-term objectives that could be monitored using forms. A sample form is shown, and helpful links are provided for additional resources on using forms in the classroom and for specific applications like peer evaluations and reflections. The document encourages the use of forms to more easily collect ongoing data on student progress.
2011 presentation powerpoint
1. The document provides information and strategies for improving standardized test scores, including knowing key testing concepts and numbers, teaching parents how to read score reports, and focusing on student learning rather than tests.
2. It recommends strategies like using "power words", test-taking cue cards, and rewarding students for increased scores to help them prepare.
3. The overall message is that schools should provide support to students and parents to help improve scores, while still making sure to not lose focus on the students themselves.
Assessment for learning_activities[1]
The document provides a list of assessment for learning tools including having students write and ask questions, comment-only marking, mid-unit assessments, using "might" in questioning, wait time, open vs closed questions, exemplar work, student marking, making lesson aims clear, setting lesson targets, teacher and student reviews, using traffic lights, self-assessment targets, peer assessment techniques, and various strategies to engage students in articulating and developing their thinking. The tools are intended to help embed assessment for learning in teaching and learning.
Assessment For Learning Activities[1]
This document provides a summary of over 50 assessment for learning tools that can be used by teachers, including: having students write and ask questions; comment-only marking; mid-unit assessments; exemplar work; student marking of peers; making lesson aims clear; teacher and student-led lesson reviews; self and peer assessment using tools like traffic lights, stars and wishes; and techniques to improve feedback and dialogue. The tools are meant to help embed assessment for learning practices in teaching and learning.
Assessment for Learning Activities
The document provides a list of assessment for learning tools including having students write and ask questions, comment-only marking, mid-unit assessments, using "might" in questioning, wait time, open vs closed questions, exemplar work, student marking, making lesson aims clear, setting lesson targets, teacher and student reviews using traffic lights, self-assessment, peer assessment using 2 stars and a wish, articulating before answering, scene setting, think-pair-share techniques, and bouncing ideas around the classroom. The tools are meant to help embed assessment for learning in teaching and learning.
Assessment intro 3 19 10 b
The document discusses various ways that students have been assessed, both in educational settings like school as well as outside of school. It then provides examples of questions at different levels of Bloom's taxonomy, along with strategies for making questions more complex to move them up the taxonomy levels. The document concludes by discussing formative and summative assessment, and embedding formative assessments into instructional activities to continuously evaluate student understanding.
Assessment Intro 3 19 10 B
The document discusses various ways that students have been assessed, both in educational settings like school as well as outside of school. It then provides examples of questions at different levels of Bloom's taxonomy, along with strategies for making questions more complex to move them up the taxonomy levels. The document concludes by discussing formative and summative assessment, and embedding formative assessments into instructional activities to continuously evaluate student understanding.
Assessment Intro
The document discusses various ways that students have been assessed, both in educational settings like school as well as outside of school. It then provides examples of questions at different levels of Bloom's taxonomy, along with strategies for making questions more complex to move them up the taxonomy levels. The document concludes by discussing formative and summative assessment, and embedding formative assessments into instructional activities to continuously evaluate student understanding.
Using data to drive student achievement in a secondary classroom
This document provides guidance on collecting and using student data. It discusses collecting student profiles, classroom profiles, and data on student learning goals and needs to inform teaching and learning. The data can also be used for parent-teacher conferences, teaching evaluations, and defending student growth. The document recommends using formative and summative assessments as well as student perception surveys. It provides examples of tools for collecting data from the district warehouse, Google forms, and free online resources. Finally, it emphasizes using the data to plan lessons, units, and assessments to improve student learning.
E as t-tle yr 7 and 8 wairoa college 24th sept
The document discusses using the e-asTTle online assessment tool to monitor student learning, develop learning goals, and inform teaching. It explains that e-asTTle provides data to answer questions about a student's progress and next steps. The document also outlines how to interpret e-asTTle assessment reports, including the four quadrants showing students' strengths, gaps, achieved levels, and areas still to be achieved. It emphasizes using multiple sources of evidence, like formal tests, observations, and student self-assessments, to form a comprehensive picture of a student's learning.
Math Lit & Pathways: 5 yrs later ORMATYC 2016
This document summarizes the Math Lit & Pathways program at Rock Valley College over the past 5 years. It provides an overview of developmental math pathways programs, data on student outcomes at RVC, and lessons learned from implementing the Math Lit course. Key findings include that Math Lit outcomes are comparable to other pathways programs, most students complete Math Lit and their next math course within a year, and pathways courses can replace beginning algebra as a gateway to college-level math for many students. The document also outlines lessons related to course content, instruction, group work, technology use, assessment, and implementation.
Assessment for learning_activities
This document provides a summary of various assessment for learning (AfL) tools that teachers can use to embed assessment in their teaching and help students achieve learning goals. It describes tools like having students write questions, ask questions of peers and teachers, using comment-only marking, mid-unit assessments, framing questions with "might" to encourage exploration, employing wait time, asking open-ended questions, showing exemplar work, and having students participate in self- and peer-assessment. The tools are presented to help teachers implement AfL in their classrooms.
The birth of the real learning - 24x7guru
The document summarizes the goals of REAL Learning, an initiative to reform the Indian education system. It aims to shift away from an exam-centric, rote learning approach to a student-centric model focused on conceptual learning, self-assessment, and developing thinking skills. REAL Learning provides web-based assessments and feedback to help students learn concepts and their applications through games and other interactive activities. It also tracks student performance over time to ensure no child falls behind.
CEP 812 Presentation: Group 2
This document provides instructions for creating and using Google Forms. It explains how to make a Google account, create a form by giving it a title and questions, choose question types, view and analyze responses in a spreadsheet or summary format, and provides examples of using forms for surveys, quizzes, and collecting other student work and feedback. Additional resources for learning more about Google Forms are also listed.
Google_Forms.pptx
This document provides a tutorial on using Google Forms. It discusses how Google Forms can be used for surveys, procedural tasks like sign-in sheets, assessments, and facilitating learning. The tutorial covers how to create forms, add different question types, distribute forms, track responses, and use add-ons. It also demonstrates how to assign forms through Google Classroom and share links to forms. Additional resources are suggested for more Google Forms ideas and tutorials.
assessment_for_learning_activities.pptx
This document provides a list of assessment for learning tools and strategies for teachers. It includes tools like having students write questions, ask questions of each other, do self and peer assessment, and engage in comment only marking. It also discusses strategies for setting lesson targets, doing student and teacher reviews, using traffic lights and exemplar work, incorporating wait time and open questions, and making the learning aims clear. The overall aim is to present different facets and activities for teachers to embed assessment into the learning process.
Moving beyond google forms for assessment -CUE Annual 2016
Edulastic is an easy way to create online assessments that work seamlessly with Google Classroom. Many more question types than Google Forms, like drag-and-drop and graphing, as well as automatic grading.
Similar to Forms for ELA and Math (20)
Google Forms for Data Collection & Progress Monitoring
Google Forms for Data Collection & Progress Monitoring
ย
Using data to drive student achievement in a secondary classroom
Using data to drive student achievement in a secondary classroom
ย
Moving beyond google forms for assessment -CUE Annual 2016
Moving beyond google forms for assessment -CUE Annual 2016
ย
More from Rae Fearing
Smart Start 16 17
Mountain Elementary School's SMART START program for the first week of school focuses on building community and establishing routines through academic mini mixers. These mixers help students get to know each other through activities like the Frayer Model note-taking activity where they "Frayer a Friend" in 20 minutes, and a Venn diagram activity comparing dogs and cats in 25 minutes. An App Mini Mixer uses iPads to have students work in pairs taking photos around a topic to create a collage in the Pic Collage app in 30 minutes, with extensions allowing voting on favorites and practice with other content areas.
Learning with iPads in Kindergarten (1)
This document provides training instructions for using iPads in kindergarten classrooms. It discusses storing iPads securely on carts, cleaning iPads weekly with microfiber cloths, and demonstrating math lessons using apps like Skitch, Pic Collage and Explain Everything to represent addition and subtraction through images, fingers and equations. Teachers are also given a tip on taking screenshots and using backgrounds to identify individual iPads.
Math and Google Drawing
This document discusses using Google Drawings for math activities. It provides examples of how to create drawings to show math problems and solutions, including showing the diameter of the Earth, ways to make 5, working through a math problem, and storing virtual manipulatives. Teachers can use Google Drawings to create interactive math activities for students to collaborate on and explain their thinking.
LCOE Keynote 8-4-14
This document discusses the need for teaching practices to evolve along with changes in how students will learn and work after graduation. It suggests that classrooms should incorporate more active, collaborative, personalized, and technology-enabled learning experiences. Specific recommendations include less whole-class instruction, more student responsibility and choice, and using tools like Google+ to connect classrooms globally and give every student a voice. The document advocates for teachers to share innovative practices on social media to continue learning from other educators.
Curriculum Integration Ideas for Tech and the CCSS
This document discusses how technology can support teachers in helping students meet the requirements of the Common Core State Standards. It provides examples of digital tools that can promote communication, collaboration, creativity, critical thinking and other skills emphasized by the CCSS, including coding platforms, curation tools, and platforms for creativity and blogging. The document also addresses trends in education like blended learning and the use of learning management systems.
Redefine Your Lessons with iPad Authoring Tools
Explore two iPad apps and how they can help redefine your lessons to include creativity, collaboration, critical thinking and communication.
More from Rae Fearing (6)
Curriculum Integration Ideas for Tech and the CCSS
Curriculum Integration Ideas for Tech and the CCSS
ย
Recently uploaded
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.ย
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin ๐๐ค๐ค๐ฅฐ
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyโs response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!ย
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER JEE PYQ
NIPER JEE QUESTIONS
MOST FREQUENTLY ASK QUESTIONS
NIPER MEMORY BASED QUWSTIONS
How Barcodes Can Be Leveraged Within Odoo 17
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Benner "Expanding Pathways to Publishing Careers"
Benner "Expanding Pathways to Publishing Careers"National Information Standards Organization (NISO)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.ย
ู
ุตุญู ุงููุฑุงุกุงุช ุงูุนุดุฑ ุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุณู
ูุฑ ุจุณูููู.pdf
ู
ุตุญู ุงููุฑุงุกุงุช ุงูุนุดุฑ ุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุณู
ูุฑ ุจุณูููู.pdfุณู
ูุฑ ุจุณูููู
ู
ุตุญู ุฃุญุฑู ุงูุฎูุงู ูููุฑุงุก ุงูุนุดุฑุฉุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุจุงูุชูููู ูุตูุง ุณู
ูุฑ ุจุณูููู ุบูุฑ ุงููู ููย
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Accounting for Restricted Grants When and How To Record Properly
In this webinar, member learned how to stay in compliance with generally accepted accounting principles (GAAP) for restricted grants.
How to Fix [Errno 98] address already in use
This slide will represent the cause of the error โ[Errno 98] address already in useโ and the troubleshooting steps to resolve this error in Odoo.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Recently uploaded (20)
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
ย
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
ย
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
ย
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
ย
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
ย
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
ย
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
ย
ู
ุตุญู ุงููุฑุงุกุงุช ุงูุนุดุฑ ุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุณู
ูุฑ ุจุณูููู.pdf
ู
ุตุญู ุงููุฑุงุกุงุช ุงูุนุดุฑ ุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุณู
ูุฑ ุจุณูููู.pdf
ย
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
ย
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
ย
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
ย
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
ย
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
ย
Forms for ELA and Math
- 1. Google Forms for ELA and Maths Edtechyness +Rae Fearing @raefearing http://goo.gl/ZLocmn
- 2. Get to know your students Start with a simple form as an icebreaker.
- 3. Using the Data ELA - write a summary about class demographics, cite evidence from data Maths - Look at raw data and chart it themselves Take it further: have your class create a survey for another class
- 4. SBAC Prep Use a Google Site - embed a form and some text
- 5. Flipped Teaching โ Students watch lecture โ Self paced learning โ Thoughtful feedback โ Everyone has a voice click to see the live form
- 6. Shuffle Answer Choices Randomize order of answer options โ Multiple choice โ Checkboxes โ Choose from a list โ Grid Try this quiz - every student sees different order of answer choices Use the Flubaroo add-on to auto grade quizzes and email students their results
- 7. Instant Feedback Quiz Click here to take the quiz
- 8. Differentiation with Forms If the student gets the answer wrong they are taken to a review lesson or tutorial then asked to try the question again. Take my differentiated quiz
- 10. Want more? Using Google Forms by Eric Curts (the basics) May The Forms Be With You via Will Kimbley Individualized, Differentiated Math Quizzes with Google Forms via John McGowan - advanced (with Scripts) gMath for Sheets is a Google Add On - input graphs and complex math into a cell Form+ - Let users submit a file or limit the set a form submission deadline
- 11. The Basics How to create a Google Form The Ninja Program - learn to use Google Apps for Education in a fun , social way Google Forms Help
- 12. Thank you for attending! Edtechyness +Rae Fearing @raefearing