Tools that enable and enhance formative assessment Nov. 2016
•Download as PPTX, PDF•
0 likes•162 views
This document discusses tools that teachers can use to enhance formative assessment in the classroom. It introduces several interactive response tools like Kahoot, Quizizz, ClassKick, Google Forms, Socrative, Poll Everywhere, and Nearpod that allow teachers to quickly assess student understanding through games, quizzes and polls. These formative assessment tools provide real-time feedback to help teachers know which students are mastering concepts and which need additional help, in order to improve instruction and better prepare students for summative assessments.
Report
Share
Report
Share
Recommended
Self directed students managing their time with google tools
This document discusses tools for self-directed learning, including Google Classroom, Google Forms, Google Slides, Google Docs, Google Sites, YouTube, and Drive. It promotes using these tools to support student independence, develop strong content knowledge, and demonstrate key capabilities. Specific tools like Google Classroom are recommended for assignments, announcements and questions, while Google Forms can be used for exit tickets, surveys and self-grading rubrics. The document also demonstrates a Kanban project management tool called Kanbanchi that can help students organize goals, tasks, work in progress and completed work to stay on track with projects.
Technology Tools for Formative Assessment
This document discusses using technology tools for formative assessment. It provides examples of non-tech formative assessment methods like whiteboards, thumbs up/down, and exit slips. The goals are to provide alternative processes for formatively assessing student learning and making connections between teaching, learning and technology. Various tech tools are described for formative assessment, including post-it sites for student responses, backchannel sites for feedback, and quiz sites in different formats. Two specific quiz sites, Socrative and InfuseLearning, are briefly compared.
Final project mciu
The document discusses building social media for educators. It summarizes the benefits and challenges of using social media as an educator. The key benefits highlighted are that social media allows educators to easily connect, collaborate, organize resources and ideas, and gain inspiration from other educators. However, some platforms can be challenging to use without paying fees. Overall, the educator is excited to utilize social media tools to make worldwide connections and share and receive timely tips with other educators.
Technology Tools for Formative Assessment
This document discusses formative assessment tools that can be used in the classroom. It begins by defining formative assessment as a way to track student learning and make adjustments to meet diverse learner needs. Both non-tech and tech methods are presented. Non-tech methods include whiteboards, thumbs up/down signals, and exit slips. Tech methods described are Post-it note sites for collaborative work, backchannel sites for immediate feedback, and quiz sites like Socrative and InfuseLearning that can administer various quiz formats. Socrative provides immediate feedback while InfuseLearning allows unlimited users but no feedback option.
PBL for FCOE Migrant Ed.
Fresno County Office of Education Migrant Education Division and Summer Professional Learning Presentation on PBL
Designing your own pbl for isacs
This document provides guidance and resources for designing project-based learning experiences. It begins with definitions of project-based learning from High Tech High and what it is not. There are suggestions for finding project ideas and composing an essential driving question. Videos demonstrate how to plan entry activities, manage the project process through group tasks, and design assessments. The document concludes by providing contact information for further support with project-based learning design and implementation.
Ugnė Kryževičiūtė. Refleksijos ir pamokos - ne tik apie procesus
„Į komandos sėkmę galima žvelgti kaip į dėlionę, susidedančią iš įvairių praktikų, procesų ir, be abejo, bendro komandos gerbuvio. Reguliarios refleksijos mums padeda įsivertinti šios dėlionės sudaromą paveikslą ir suprasti, kad mus stabdo bei kas padeda judėti pirmyn“ ,- sako Ugnė.
Pranešėja pasidalino „hands on“ patirtimi apie komandos retrospektyvas: jų pokyčius, klaidas, pamokas ir kokių iššūkių įprastoms praktikoms įnešė netikėtai pakitusios darbo sąlygos.
Ugnė eina Frontend programuotojos pareigas Vinted. Pranešėjos kelią į programavimą lydėjo nuolatinės refleksijos, reikšmingai prisidėjusios prie profesinio augimo ir karjeros pokyčio.
Metų pradžioje susikūrus naujai komandai, Ugnė savo jėgas nusprendė išbandyti vesdama komandos retrospektyvų susitikimus, prisidėdama prie komandos savirefleksijos ir tobulėjimo.
Ugnės pranešimo vaizdo įrašas: https://bit.ly/Ugnės_pranešimas
Conference presentation angela phillips H818
The document discusses a pilot project that implemented student-generated webpages to improve mathematics revision and development. A group of Year 8 students were asked to create webpages about a mathematics topic to share what they learned and get peer feedback. Most students enjoyed the project and felt it helped them learn new revision techniques and spend more time revising. The results will be reviewed and the students will revisit their work in a year to continue improving mathematical skills through technology-based, self-directed learning.
Recommended
Self directed students managing their time with google tools
This document discusses tools for self-directed learning, including Google Classroom, Google Forms, Google Slides, Google Docs, Google Sites, YouTube, and Drive. It promotes using these tools to support student independence, develop strong content knowledge, and demonstrate key capabilities. Specific tools like Google Classroom are recommended for assignments, announcements and questions, while Google Forms can be used for exit tickets, surveys and self-grading rubrics. The document also demonstrates a Kanban project management tool called Kanbanchi that can help students organize goals, tasks, work in progress and completed work to stay on track with projects.
Technology Tools for Formative Assessment
This document discusses using technology tools for formative assessment. It provides examples of non-tech formative assessment methods like whiteboards, thumbs up/down, and exit slips. The goals are to provide alternative processes for formatively assessing student learning and making connections between teaching, learning and technology. Various tech tools are described for formative assessment, including post-it sites for student responses, backchannel sites for feedback, and quiz sites in different formats. Two specific quiz sites, Socrative and InfuseLearning, are briefly compared.
Final project mciu
The document discusses building social media for educators. It summarizes the benefits and challenges of using social media as an educator. The key benefits highlighted are that social media allows educators to easily connect, collaborate, organize resources and ideas, and gain inspiration from other educators. However, some platforms can be challenging to use without paying fees. Overall, the educator is excited to utilize social media tools to make worldwide connections and share and receive timely tips with other educators.
Technology Tools for Formative Assessment
This document discusses formative assessment tools that can be used in the classroom. It begins by defining formative assessment as a way to track student learning and make adjustments to meet diverse learner needs. Both non-tech and tech methods are presented. Non-tech methods include whiteboards, thumbs up/down signals, and exit slips. Tech methods described are Post-it note sites for collaborative work, backchannel sites for immediate feedback, and quiz sites like Socrative and InfuseLearning that can administer various quiz formats. Socrative provides immediate feedback while InfuseLearning allows unlimited users but no feedback option.
PBL for FCOE Migrant Ed.
Fresno County Office of Education Migrant Education Division and Summer Professional Learning Presentation on PBL
Designing your own pbl for isacs
This document provides guidance and resources for designing project-based learning experiences. It begins with definitions of project-based learning from High Tech High and what it is not. There are suggestions for finding project ideas and composing an essential driving question. Videos demonstrate how to plan entry activities, manage the project process through group tasks, and design assessments. The document concludes by providing contact information for further support with project-based learning design and implementation.
Ugnė Kryževičiūtė. Refleksijos ir pamokos - ne tik apie procesus
„Į komandos sėkmę galima žvelgti kaip į dėlionę, susidedančią iš įvairių praktikų, procesų ir, be abejo, bendro komandos gerbuvio. Reguliarios refleksijos mums padeda įsivertinti šios dėlionės sudaromą paveikslą ir suprasti, kad mus stabdo bei kas padeda judėti pirmyn“ ,- sako Ugnė.
Pranešėja pasidalino „hands on“ patirtimi apie komandos retrospektyvas: jų pokyčius, klaidas, pamokas ir kokių iššūkių įprastoms praktikoms įnešė netikėtai pakitusios darbo sąlygos.
Ugnė eina Frontend programuotojos pareigas Vinted. Pranešėjos kelią į programavimą lydėjo nuolatinės refleksijos, reikšmingai prisidėjusios prie profesinio augimo ir karjeros pokyčio.
Metų pradžioje susikūrus naujai komandai, Ugnė savo jėgas nusprendė išbandyti vesdama komandos retrospektyvų susitikimus, prisidėdama prie komandos savirefleksijos ir tobulėjimo.
Ugnės pranešimo vaizdo įrašas: https://bit.ly/Ugnės_pranešimas
Conference presentation angela phillips H818
The document discusses a pilot project that implemented student-generated webpages to improve mathematics revision and development. A group of Year 8 students were asked to create webpages about a mathematics topic to share what they learned and get peer feedback. Most students enjoyed the project and felt it helped them learn new revision techniques and spend more time revising. The results will be reviewed and the students will revisit their work in a year to continue improving mathematical skills through technology-based, self-directed learning.
Formative Assessment vs. Summative Assessment
Formative assessment, also known as assessment for learning, occurs during instruction and provides feedback to improve student learning and teaching, while summative assessment, or assessment of learning, evaluates student learning at the end of a period of instruction. Formative assessments include tasks like journals and quizzes to help teachers identify areas for improved instruction and give students feedback to achieve learning goals, whereas summative assessments like final exams comprehensively measure learning outcomes and program effectiveness at the end of a unit. Both types of assessment serve important but different purposes in optimizing teaching and learning.
Assessment of learning outcomes
1. The seminar discussed principles of effective assessment including formative and summative assessment. Formative assessment involves gathering evidence of student learning to inform instruction while summative assessment evaluates student achievement.
2. Effective assessment practices include sharing learning goals with students, involving students in self-assessment, and providing feedback to help students improve. Both teachers and students should view assessment as a cooperative process to support learning.
3. The document outlined three main types of assessment: assessment for learning (formative), assessment as learning which develops student metacognition, and assessment of learning (summative evaluation). Quality assessment identifies clear purposes and targets, involves students, and provides effective feedback.
Assignment 3
Socrative and Kahoot are student response systems used for formative assessment. While both are free, they each have strengths and weaknesses. Socrative allows for quick impromptu questions, different question types including short answer, and provides individual reports. However, students can't review questions after class. Kahoot has a game-like interface that motivates students, but lacks question and individual reports. After reviewing features, the document recommends Socrative for its enhanced student interaction and participation capabilities.
Assessments on the Fly
This document discusses formative assessment tools that can be used on the fly, including Socrative, Kahoot.It, and Infuse Learning. It provides an overview of each tool, including their websites and highlights. Interactive demos of each tool are shown to illustrate how they can be used to create formative assessments. The document emphasizes that the focus should be on teaching, not technology, and encourages using the tools to create an assessment that could be implemented the next day.
Quizzing software for formative feedback-Kahoot
Kahoot and Google Forms were discussed as methods for formative feedback and gauging understanding in class. Attendees were instructed on how to use Kahoot for interactive quizzing and Google Forms for creating quizzes. They then practiced making their own quizzes to share. Other discussion centered around how and when to use these tools, as well as exploring additional tools like Socrative and Turning Point. Attendees were asked to provide feedback and register for future sessions.
Assessment
This document summarizes key differences between formative and summative assessment. Formative assessment involves ongoing feedback to improve performance, while summative assessment measures learning at the end of a stage. It also describes four categories of tests (placement, diagnostic, progress/achievement, proficiency), and characteristics of good tests including validity and reliability. The document outlines direct and indirect test items and considerations for writing, marking, and scoring tests, as well as how to prepare students through practice tests and familiarizing them with test formats and skills.
Kahoot: A Game-based Formative Assessment Tool [Slides]
Kahoot: A Game-based Formative Assessment Tool [Slides] is a presentation delivered during #TESOL2015 in Toronto, Ontario, Canada by Miguel Perez and Luis Jordan.
Formative assessment and peer feedback
Presentation on formative assessment and peer feedback: what is it, why use is and what guidelines have to be respected by teachers and peers. With two examples to illustrate how the process can be set up.
Summative & formative assessment
This presentation is designed to help teachers consider assessment strategies by using both summative assessment (assessment of learning) and formative assessment (assessment for learning)
Classroom Formative Assessment Tools
A quick overview of 6 great formative assessment tools for any classroom. Accompanying webinar available on YouTube at:
Revised bloom`s taxonomy ppt
This document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised versions of Bloom's Taxonomy, including changes in terms and emphasis. Each of the six levels of thinking in the revised taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - are defined and example classroom activities are provided. The role of questioning and its importance within the taxonomy framework is also addressed.
AS economics revision workbook 2016
The document provides information about an economics revision workshop, including sessions on how markets work and elasticities, market failure and government intervention, measuring UK economic performance, demand and supply side policies, and policy conflicts. It gives exam advice on answering questions and provides a glossary of key macroeconomic terms.
25 quick formative assessments
This document provides an overview of formative assessments and introduces 25 quick formative assessment strategies that teachers can use in a differentiated classroom. Formative assessments are informal or formal assessment tools used by teachers to evaluate student comprehension and learning needs during a lesson. This book encourages teachers to use a variety of formative assessments and shows how to design tiered activities and gather multiple sources of evidence to differentiate instruction based on assessment data. The 25 strategies are divided into two sections: summaries and reflections, and lists, charts, and graphic organizers. Teachers are provided guidance on implementing each strategy as a formative assessment.
Formative and summative assessments unit 3 revised without references
Formative assessments are used during instruction to provide feedback to students and teachers to help improve the learning process. Examples include reflective journals, questions and answers sessions, and feedback collected throughout a term. Summative assessments are used to evaluate student learning at the end of an instructional period by providing a grade. Examples include rubrics, exams, term papers and projects. Formative assessments focus on ongoing improvement while summative assessments make final judgments about student performance and program effectiveness. Both types of assessments have advantages and disadvantages for students and teachers. The document emphasizes the importance of providing descriptive feedback to students.
Summative assessment( advantages vs. disadvantages)
Summative assessment refers to evaluating student learning at the end of a period of instruction, such as at the end of a project, course, or semester. It is used to determine if learning goals were achieved. Examples include final exams, research papers, and standardized tests. The purpose is to assess learning outcomes compared to benchmarks. Advantages are that it evaluates program effectiveness and student achievement and progress. Disadvantages are that it may not accurately reflect learning and does not provide feedback to improve instruction.
Formative Assessment
Formative assessment includes activities that provide teachers and students with diagnostic information to adapt teaching and learning, such as teacher observation, classroom discussion, and analysis of student work. Assessments become formative when the information is used to meet student needs. The document outlines best practices for formative assessment, including determining the assessment purpose, creating rubrics, choosing formal or informal assessment activities, and monitoring feedback.
Types of Assessment
This document discusses different types of assessment and evaluation tools used in education. It describes diagnostic, formative, and summative assessments and their purposes. Diagnostic assessments identify student strengths and weaknesses at the start of instruction. Formative assessments evaluate student learning throughout instruction to help students improve. Summative assessments make judgments about student achievement at the end of a learning period. The document also outlines specific tools like observations, checklists, interviews, and projects that can be used for assessment and evaluation.
Formative assessment
The document provides 54 examples of formative assessment techniques that teachers can use to provide feedback to students and guide instruction. Some of the examples provided include having students summarize passages in different word lengths, write as a historical figure, compare concepts in a Venn diagram, create illustrations from text descriptions, and participate in think-pair-share activities to check understanding of concepts. Formative assessments are not used for grading and are meant to inform the teacher about students' understanding and help improve instruction.
Formative assessment
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
Bloom's taxonomy powerpoint
This document discusses several models of thinking including Bloom's Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind. It provides details on Bloom's original and revised cognitive, affective, and psychomotor domains. The document also explains how these models can be applied to project planning and student assessment. Finally, it defines the 16 Habits of Mind which include persisting, thinking flexibly, managing impulsivity, and more.
Kahoot: A Game-based Formative Assessment Tool [Handout]
Kahoot: A Game-based Formative Assessment Tool [Handout] is a document containing details from the presentation delivered during #TESOL2015 in Toronto, Ontario, Canada by Miguel Perez and Luis Jordan.
Block 'n Roll: Plugins to Increase Productivity
Using a highly customizable LMS solution can be like going down a rabbit hole. With many different measurements of success, where do you start in order to move the needle?
Time, in terms of productivity and engagement, has been a focus for many organizations. Although it can be difficult to pinpoint the various factors within your LMS that directly affect the measurement of time, honing in on one area can improve success rates considerably. Let’s start with productivity. Find out about the methods you can easily apply to your LMS that can increase user productivity.
More Related Content
Viewers also liked
Formative Assessment vs. Summative Assessment
Formative assessment, also known as assessment for learning, occurs during instruction and provides feedback to improve student learning and teaching, while summative assessment, or assessment of learning, evaluates student learning at the end of a period of instruction. Formative assessments include tasks like journals and quizzes to help teachers identify areas for improved instruction and give students feedback to achieve learning goals, whereas summative assessments like final exams comprehensively measure learning outcomes and program effectiveness at the end of a unit. Both types of assessment serve important but different purposes in optimizing teaching and learning.
Assessment of learning outcomes
1. The seminar discussed principles of effective assessment including formative and summative assessment. Formative assessment involves gathering evidence of student learning to inform instruction while summative assessment evaluates student achievement.
2. Effective assessment practices include sharing learning goals with students, involving students in self-assessment, and providing feedback to help students improve. Both teachers and students should view assessment as a cooperative process to support learning.
3. The document outlined three main types of assessment: assessment for learning (formative), assessment as learning which develops student metacognition, and assessment of learning (summative evaluation). Quality assessment identifies clear purposes and targets, involves students, and provides effective feedback.
Assignment 3
Socrative and Kahoot are student response systems used for formative assessment. While both are free, they each have strengths and weaknesses. Socrative allows for quick impromptu questions, different question types including short answer, and provides individual reports. However, students can't review questions after class. Kahoot has a game-like interface that motivates students, but lacks question and individual reports. After reviewing features, the document recommends Socrative for its enhanced student interaction and participation capabilities.
Assessments on the Fly
This document discusses formative assessment tools that can be used on the fly, including Socrative, Kahoot.It, and Infuse Learning. It provides an overview of each tool, including their websites and highlights. Interactive demos of each tool are shown to illustrate how they can be used to create formative assessments. The document emphasizes that the focus should be on teaching, not technology, and encourages using the tools to create an assessment that could be implemented the next day.
Quizzing software for formative feedback-Kahoot
Kahoot and Google Forms were discussed as methods for formative feedback and gauging understanding in class. Attendees were instructed on how to use Kahoot for interactive quizzing and Google Forms for creating quizzes. They then practiced making their own quizzes to share. Other discussion centered around how and when to use these tools, as well as exploring additional tools like Socrative and Turning Point. Attendees were asked to provide feedback and register for future sessions.
Assessment
This document summarizes key differences between formative and summative assessment. Formative assessment involves ongoing feedback to improve performance, while summative assessment measures learning at the end of a stage. It also describes four categories of tests (placement, diagnostic, progress/achievement, proficiency), and characteristics of good tests including validity and reliability. The document outlines direct and indirect test items and considerations for writing, marking, and scoring tests, as well as how to prepare students through practice tests and familiarizing them with test formats and skills.
Kahoot: A Game-based Formative Assessment Tool [Slides]
Kahoot: A Game-based Formative Assessment Tool [Slides] is a presentation delivered during #TESOL2015 in Toronto, Ontario, Canada by Miguel Perez and Luis Jordan.
Formative assessment and peer feedback
Presentation on formative assessment and peer feedback: what is it, why use is and what guidelines have to be respected by teachers and peers. With two examples to illustrate how the process can be set up.
Summative & formative assessment
This presentation is designed to help teachers consider assessment strategies by using both summative assessment (assessment of learning) and formative assessment (assessment for learning)
Classroom Formative Assessment Tools
A quick overview of 6 great formative assessment tools for any classroom. Accompanying webinar available on YouTube at:
Revised bloom`s taxonomy ppt
This document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised versions of Bloom's Taxonomy, including changes in terms and emphasis. Each of the six levels of thinking in the revised taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - are defined and example classroom activities are provided. The role of questioning and its importance within the taxonomy framework is also addressed.
AS economics revision workbook 2016
The document provides information about an economics revision workshop, including sessions on how markets work and elasticities, market failure and government intervention, measuring UK economic performance, demand and supply side policies, and policy conflicts. It gives exam advice on answering questions and provides a glossary of key macroeconomic terms.
25 quick formative assessments
This document provides an overview of formative assessments and introduces 25 quick formative assessment strategies that teachers can use in a differentiated classroom. Formative assessments are informal or formal assessment tools used by teachers to evaluate student comprehension and learning needs during a lesson. This book encourages teachers to use a variety of formative assessments and shows how to design tiered activities and gather multiple sources of evidence to differentiate instruction based on assessment data. The 25 strategies are divided into two sections: summaries and reflections, and lists, charts, and graphic organizers. Teachers are provided guidance on implementing each strategy as a formative assessment.
Formative and summative assessments unit 3 revised without references
Formative assessments are used during instruction to provide feedback to students and teachers to help improve the learning process. Examples include reflective journals, questions and answers sessions, and feedback collected throughout a term. Summative assessments are used to evaluate student learning at the end of an instructional period by providing a grade. Examples include rubrics, exams, term papers and projects. Formative assessments focus on ongoing improvement while summative assessments make final judgments about student performance and program effectiveness. Both types of assessments have advantages and disadvantages for students and teachers. The document emphasizes the importance of providing descriptive feedback to students.
Summative assessment( advantages vs. disadvantages)
Summative assessment refers to evaluating student learning at the end of a period of instruction, such as at the end of a project, course, or semester. It is used to determine if learning goals were achieved. Examples include final exams, research papers, and standardized tests. The purpose is to assess learning outcomes compared to benchmarks. Advantages are that it evaluates program effectiveness and student achievement and progress. Disadvantages are that it may not accurately reflect learning and does not provide feedback to improve instruction.
Formative Assessment
Formative assessment includes activities that provide teachers and students with diagnostic information to adapt teaching and learning, such as teacher observation, classroom discussion, and analysis of student work. Assessments become formative when the information is used to meet student needs. The document outlines best practices for formative assessment, including determining the assessment purpose, creating rubrics, choosing formal or informal assessment activities, and monitoring feedback.
Types of Assessment
This document discusses different types of assessment and evaluation tools used in education. It describes diagnostic, formative, and summative assessments and their purposes. Diagnostic assessments identify student strengths and weaknesses at the start of instruction. Formative assessments evaluate student learning throughout instruction to help students improve. Summative assessments make judgments about student achievement at the end of a learning period. The document also outlines specific tools like observations, checklists, interviews, and projects that can be used for assessment and evaluation.
Formative assessment
The document provides 54 examples of formative assessment techniques that teachers can use to provide feedback to students and guide instruction. Some of the examples provided include having students summarize passages in different word lengths, write as a historical figure, compare concepts in a Venn diagram, create illustrations from text descriptions, and participate in think-pair-share activities to check understanding of concepts. Formative assessments are not used for grading and are meant to inform the teacher about students' understanding and help improve instruction.
Formative assessment
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
Bloom's taxonomy powerpoint
This document discusses several models of thinking including Bloom's Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind. It provides details on Bloom's original and revised cognitive, affective, and psychomotor domains. The document also explains how these models can be applied to project planning and student assessment. Finally, it defines the 16 Habits of Mind which include persisting, thinking flexibly, managing impulsivity, and more.
Viewers also liked (20)
Kahoot: A Game-based Formative Assessment Tool [Slides]
Kahoot: A Game-based Formative Assessment Tool [Slides]
Formative and summative assessments unit 3 revised without references
Formative and summative assessments unit 3 revised without references
Summative assessment( advantages vs. disadvantages)
Summative assessment( advantages vs. disadvantages)
Similar to Tools that enable and enhance formative assessment Nov. 2016
Kahoot: A Game-based Formative Assessment Tool [Handout]
Kahoot: A Game-based Formative Assessment Tool [Handout] is a document containing details from the presentation delivered during #TESOL2015 in Toronto, Ontario, Canada by Miguel Perez and Luis Jordan.
Block 'n Roll: Plugins to Increase Productivity
Using a highly customizable LMS solution can be like going down a rabbit hole. With many different measurements of success, where do you start in order to move the needle?
Time, in terms of productivity and engagement, has been a focus for many organizations. Although it can be difficult to pinpoint the various factors within your LMS that directly affect the measurement of time, honing in on one area can improve success rates considerably. Let’s start with productivity. Find out about the methods you can easily apply to your LMS that can increase user productivity.
The Flip Side of Professional Development - TCEA 2015
It seems like the word “flipped” is everywhere in education. In this session, by looking through a “flipped” lens, we will examine how to flip professional development in order to disrupt the ways teacher learn. Preferred Device: PC laptop
KySTE 2015 Flipped Instruction PD
The document discusses flipped instruction, which is a hybrid approach to learning that moves lectures outside of class time through videos and uses class time for interactive activities and engagement. It provides reasons for using flipped instruction like fostering collaboration and critical thinking. Tips are given for getting started with flipped instruction, such as introducing videos to replace lectures and using polling tools to do formative assessments in class. The presentation aims to explain what flipped instruction is, why to use it, and how to implement it.
EXPLORING ONLINE PEER ASSESSMENT USING THE WORKSHOP ACTIVITY - Professor Mary...
EXPLORING ONLINE PEER ASSESSMENT
USING THE WORKSHOP ACTIVITY -
Professor Mary Barrett at Moodlemoot AU 2014
Flipped Instruction PD #3 Presentation
This document provides an overview of an interactive professional development session on flipping instruction to increase engagement during class. The session introduces the concept of flipped instruction and its benefits for fostering student collaboration and engagement. Attendees learn about easy first steps to get started with flipped instruction, including using polls, quizzes, videos, and presentation tools to move lectures outside of class time and open up more active learning activities during face-to-face meetings. Resources and tools that can be used to implement flipped strategies are demonstrated.
WL-InstituteDay-101113-formativeassessment.key
This document outlines an agenda and materials for a training session on formative assessment. The learning objectives are to understand the components of effective formative assessment, learn what different teacher teams are doing, and ensure students understand the three essential questions of learning: where am I now, where am I going, and how do I close the gap. The session includes activities like a Socrative poll to define formative assessment, examples of formative assessment strategies, and a breakout for teacher teams to evaluate a current assessment practice. The conclusion summarizes that formative assessment should inform instruction, promote learning, measure growth, and feel part of daily lessons. Teams will develop common formative assessments and use data to help students own their learning through
Successful Strategies for Online Learning and Assessment
This document summarizes an online professional development session about successful strategies for online learning and assessment. The session overview includes discussing online assessments in Michigan, using online tools for teaching and assessment, exploring individual tools, and a question/answer period. The session demonstrates various formative assessment tools like Padlet, Poll Everywhere, Socrative, InfuseLearning, and Kahoot and discusses setting up an "online place for teacher resources" using Google Classroom or other options. Teachers are encouraged to create an online learning plan to use in their classroom.
Assessment & ICT in Physical Education- Andy Hair
This document provides an overview of how to integrate information and communication technologies (ICT) into physical education assessment and lessons. It discusses using tools like blogs, Google Docs, apps, videos, and social media to enhance assessment, planning, and student learning. Practical examples are given of different ICT tools that can be used for tasks like recording assessments, student reflections, exercise videos, and setting up activity stations. The goal is to illustrate what effective ICT integration into PE lessons and assessment can look like.
Planning a successfull carreer after college
This document summarizes a presentation about planning for a successful career after college. It discusses choosing a major and career path based on one's values, goals, interests, skills and education. It encourages students to assess their current situation and create a long-term education and career plan with milestones to reach their desired future destination. The presentation provides assessment tools and online resources to help students explore career options and find jobs.
Understanding by Design in English Language Teaching
This document discusses Understanding by Design (UbD), a framework for designing curriculum and assessments to improve student learning and understanding. UbD involves starting with the desired results or learning outcomes, then designing assessments to measure student understanding, and finally planning lessons and activities to help students achieve those outcomes. The key principles of UbD include clarifying learning expectations, using formative and summative assessments, engaging students in their learning, and focusing on continuous improvement. Examples are provided of how to design a group project using UbD principles and how to create rubrics to guide and evaluate student work. Resources for further information on UbD and assessment design are also listed.
MindTap ThinkNation Webinar Series: Assessing Learning in Higher Education
Presented by: Courtney Doyle Chambers, Cengage Learning
How can you successfully measure learning? This webinar will discuss this concern and functionality that exists to help you measure learning outcomes for your class and institution.
Virtual Live Project Part Time Program
The document introduces a virtual part-time program for students called "Virtual Live Project Part Time Program" run by Neom Labs. The program aims to give students hands-on experience working with startups to address challenges like lack of entrepreneurial mindset and opportunities for students. It involves weekly discussions about Neom's upcoming products, providing feedback, socializing the products, and forming interest-based groups. Students can progress from volunteer to paid intern roles. The goal is to help students explore entrepreneurship while gaining experience with a startup.
Road From Ryerson - Rachel Barreca, Andrew Bisnauth, Bailey Parnell
This document outlines an agenda and presentation on supporting graduating students' transitions from higher education to their careers. It discusses using Schlossberg's transition theory and the concept of "challenge and support". It also describes Ryerson University's #RoadFromRyerson initiative which uses events, social media, and student blogging to facilitate conversations around post-graduation transitions and connect students with alumni. The presentation reviews best practices, uses technology to engage students, and discusses ways to improve collaboration among university departments in supporting graduating students.
EDUC 5199 G S17 - Week 6 (Monday July 31)
PPT slides for the Week 6 Adobe Connect synchronous class session for EDUC 5199 G on Monday, July 31, 2017.
Maximizing Brightspace Tools to Create a Gamified Online Learning Environment
Maximizing Brightspace Tools to Create a Gamified Online Learning Environment, Carrie Miller and Jeff Henline – Minnesota State University, Mankato. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Digital formative assessment tools
Digital formative assessment tools were presented that can be used to aid formative assessment in the classroom. Formative assessment is used to monitor student progress and provide feedback, rather than determine grades. A dozen free digital tools were showcased, including Kahoot!, Google Forms, Poll Everywhere, and Socrative. General advice was provided around student privacy and tool selection based on factors like available devices, time requirements, and desired activity type.
Assessment Trough Technology in Education
This document discusses assessment of student learning. It defines assessment and explains that the purpose of assessment is to understand what students know, can do, and how they feel. There are different types of assessment including placement, formative, diagnostic, and summative. Common assessment techniques include classroom assessment techniques, paper/pencil tests, presentations, portfolios and projects. The document also discusses various digital tools that can be used for assessment, such as Google Forms, Kahoot, and Edpuzzle. It highlights benefits and limitations of using technology for student assessment.
Understanding by Design in English Language Teaching
Presented at the IATEFL TEA SiG & ETAS Conference held at the World Cycling Centre in Aigle, Switzerland, October 28-29, 2016
Flipped instruction pd 10 9-14 short v2
This document discusses flipped instruction, which involves assigning lecture videos and readings as homework so that class time can be used for more engaging activities like discussions and projects. It provides an overview of what flipped instruction is, why it should be used, and how to implement it. Examples are given of apps that can be used to create videos and do polling and formative assessments. Tips are provided for getting started with flipped instruction and ensuring student engagement, such as checking their comprehension of pre-class materials.
Similar to Tools that enable and enhance formative assessment Nov. 2016 (20)
Kahoot: A Game-based Formative Assessment Tool [Handout]
Kahoot: A Game-based Formative Assessment Tool [Handout]
The Flip Side of Professional Development - TCEA 2015
The Flip Side of Professional Development - TCEA 2015
EXPLORING ONLINE PEER ASSESSMENT USING THE WORKSHOP ACTIVITY - Professor Mary...
EXPLORING ONLINE PEER ASSESSMENT USING THE WORKSHOP ACTIVITY - Professor Mary...
Successful Strategies for Online Learning and Assessment
Successful Strategies for Online Learning and Assessment
Understanding by Design in English Language Teaching
Understanding by Design in English Language Teaching
MindTap ThinkNation Webinar Series: Assessing Learning in Higher Education
MindTap ThinkNation Webinar Series: Assessing Learning in Higher Education
Road From Ryerson - Rachel Barreca, Andrew Bisnauth, Bailey Parnell
Road From Ryerson - Rachel Barreca, Andrew Bisnauth, Bailey Parnell
Maximizing Brightspace Tools to Create a Gamified Online Learning Environment
Maximizing Brightspace Tools to Create a Gamified Online Learning Environment
Understanding by Design in English Language Teaching
Understanding by Design in English Language Teaching
Recently uploaded
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaBÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneHindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
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 body’s 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.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Recently uploaded (20)
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Tools that enable and enhance formative assessment Nov. 2016
- 1. Tools that enhance formative assessment
- 10. What is the goal? How am I doing? What’s next?
- 11. Why Formative Assessment? ❖ Know who is getting it and who needs help ❖ Know how to improve instruction ❖ Build up to summative assessment ❖ Get to know your student’s learning profile
- 12. Why Formative Assessment? ❖ Quick ❖ Data Collection and Organization ❖ Fun
- 13. Kahoot To use Kahoot as a teacher go to GetKahoot.com To use Kahoot as a student go to Kahoot.it Let’s Try It: Rio Olympics
- 14. QUizizz Self paced quizzes for students that can be done on any device. @Mickie_Muller’s Tutorials
- 15. CLASSKICK Check it out here!
- 16. Formative Check it out here! Tutorials here.
- 17. Google Forms (Quizzes) Learn More
- 18. SOCRATIVE
- 19. POLL EVERYWHERE
- 20. LEARNING TOOLS APP ● Student voting ● T/F, Multiple choice, Traffic lights, Whiteboard ● Instant feedback from students
- 21. NEARPOD
- 22. EDpuzzle ● Turn videos from YouTube interactive ● See all students answers ● GIve feedback and mark answers
- 23. Poll! respond at PollEv.com/gregport640 OR Text GREGPORT640 to +61 427 541 357 once to join
Editor's Notes
- Entertainment Trivia- http://tinyurl.com/iPadUGForms Responses