Formative Assessments Presentation by Steven Payne Ed S English Reading amp Title 1 Supervisor Fauquier County Public Schools Disclaimer Reference within this presentation to any specific commercial or noncommercial product process or service by trade name trademark ID: 482692
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Slide1
Free Online Tools for Formative Assessments
Presentation by Steven Payne, Ed. S.
English, Reading, & Title 1 Supervisor
Fauquier County Public SchoolsSlide2
Disclaimer
Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark,
manufacturer
or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the
Virginia Department
of Education. Slide3
Framing this Presentation:
O
bjective
&
Culminating Activity
We will identify characteristics of online tools or resources
that helpfully assist with authentic, formative assessment of student learning.
You will
create and publish
an annotated bibliography of appropriate online tools or resources for formative assessments.Slide4
Warm-up Activity:
https://kahoot.it
/#/
4
-question survey:
Who plays the most significant role in student achievement?
How important are the teacher’s personal beliefs about learning to his or her students’ achievement?
Do you believe that there are simple changes that ANY teacher can make to be more effective?
How important are formative assessments in advancing student achievement?Slide5
Instructors play the key r
ole in achievement.
“. . .the single greatest determinate of learning is not socio-economic factors or funding levels. It is
instruction
.”
Mike
Schmoker
(as cited in Cain & Laird, 2011)Slide6
Beliefs about education create a
chievement
r
ealities (
Dweck
, 2007).
Fixed Mindset
Skills are in-born and fixed
Challenges are something to avoid because they could reveal a lack of skill; fosters a tendency to give up
Efforts are unnecessary as something you do when you are not “good enough”
Feedback causes defensiveness and is taken personally
Setbacks lead to discouragement and blaming others
Growth Mindset
Skills come from
hard work
and can always
improve
Challenges
should be
embraced
as
opportunities
for growth; fosters persistence
Efforts are essential
as the path to mastery
Feedback viewed as useful learning tool for identifying areas for
improvement
Setbacks viewed as
wake-up calls
to work harder next time.Slide7
A simple plan for dramatically improving the effectiveness of classroom instruction?
The Fundamental Five: The Formula for Quality Instruction
(Cain & Laird, 2011)
Frame the lesson
Work in the Power Zone
Frequent, Small-Group, Purposeful Talk about the Learning
Recognize and Reinforce
Write CriticallySlide8
Stop and Chat (Think-Pair-Share) Activity:
Why are we discussing beliefs about
achievement
in a workshop about online tools for
formative assessments
?
Post your answer at
Today’s Meet
.Slide9
Essential questions about formative assessment t
ools:
T
ruly “inform” teachers’ practices, support students, and improve learning?
Provide immediate, useful feedback to students and teachers?
Focus on progress and growth?
Answer questions the teacher has about students’ learning?
Focus on responsibility and care (
rather than accountability
)?
Inform immediate next steps in the instructional process?Slide10
NCTE Position Statement (2013)
“In whatever shape it takes, formative assessment is the lived, daily embodiment of a teacher’s desire to refine [her or his] practice. . .”Slide11
NCTE Position Statement, 2013
“Teachers are very aware that frequent, in-process checks for understanding are what allow them to teach better and improve student achievement. . .”Slide12
NCTE Position Statement, 2013
“. . .while many recently released commercial products advertised as formative assessment suggest that their main use is to prepare students for summative assessment, most educators recognize formative assessment as ‘a systematic process to continually gather evidence about student learning’ (Heritage as cited in NCTE Position Statement, 2013).”Slide13
NCTE Position Statement, 2013
“As knowledgeable inquirers, teachers are able to choose among a variety of tools and strategies that best suit the context of their own classrooms.”Slide14
Mike Schmoker (as cited
i
n Cain & Laird, 2011)
“Generous amounts of close purposeful reading, writing, and talking. . .are the essence of authentic literacy. These simple activities are the foundation of a trained, powerful mind—and a promising future.”Slide15
Culminating Activity: Work with a small group of 3-4 people to create an annotated bibliography of online formative assessment tools that the presenter will share collectively.
Consider Heritage’s (
qtd
. in NCTE Position Statement, 2013) three types:
“on-the-fly” (those that happen during a lesson)
“planned-for-interaction” (those decided before instruction)
“curriculum-embedded” (used at significant points throughout the learning process)Slide16
Publishing Your Bibliographies
Please paste your suggestions into this Google Doc for me to share with all participants:
http
://
tinyurl.com/nmevvfp
Be sure to complete the Google Form exit slip to communicate your contact information and to evaluate the workshop:
http://
goo.gl/forms/GSXt4tjHVISlide17
Sample Annotated Bibliography of Tools
Kahoot!
is a game-based, digital learning platform that stimulates collaboration and social learning. It requires
minimal setup time
, no player accounts, and simple one-click gameplay. Create your own in minutes or choose from millions of public ones. Works on any device with an internet connection.
Tutorial
available.
TodaysMeet
is a backchannel chat platform that allows students to join fast, easy-to-start rooms with no sign up, and immediately facilitates powerful conversations alongside the primary activity, presentation, or discussion. It gives all students a voice, extends conversations beyond the classroom, and enables instant formative assessment.
number2.com
free vocabulary builder and SAT/ACT tutorial. The teacher can serve as a
“coach”
and create
a report
that shows students’ developing mastery of individualized SAT-type vocabulary.
n
oredink.com
free grammar tutorial. The teacher can set up an account, create a pre-test, and differentiate on-going assignments based on students’ strengths and weaknesses.Slide18
References
Cain, S., & Laird, M. (2011).
The Fundamental 5: The Formula for Quality
Instruction.
Printed by
CreateSpace
Independent Publishing
Platform.
Dweck
, C. (2007). Mindset: The New Psychology of Success. New York: Ballantine Books.National Council of Teachers of English (2013).
Formative Assessment That Truly Informs Instruction.
Retrieved from
http
://
www.ncte.org/library/NCTEFiles/Resources/Positions/formative-
assessment_single.pdfSlide19
Contact Steven D. Payne
s
teve.payne@fcps1.org