Formative Assessment Strategies Katie Dorr Ferndale Technology Conference 2015

Getting Started http://ferndaletechnology2015.wikispaces.com/ All Resources and Materials are uploaded in the Ferndale Technology Conference Wikispace. To access materials for this session please go to: http://ferndaletechnology2015.wikispaces.com/ You can access all resources and materials by clicking on the title of the class Please click on Formative Assessment in the Classroom to get to our first activity

What is Formative Assessment

Where the learner is going Unpacking formative assessment Where the learner is going Where the learner is How to get there Engineering effective discussions, tasks, and activities that elicit evidence of learning Providing feedback that moves learners forward Teacher Clarifying, sharing and understanding learning intentions Peer Activating students as learning resources for one another Activating students as owners of their own learning Learner

What do we know about Formative Assessment? In order to begin planning instruction we need to know where our students are at, where we are going, and how we are going to get there. One way to begin learning more about what students know is to gather information through a small or large group brainstorming activity. Please click on the following link to answer the question: What types of formative assessments do you currently use in your classroom: http://answergarden.ch/view/187964 Responses can be saved as a picture and compared to the responses at the end of a unit.

Activities that Elicit Evidence of Learning Kahoot – Game Based Learning in the Classroom. To enter our classroom Kahoot please go to the following link: https://kahoot.it/#/ To find out more: http://quick.as/nyyt7b

Evidence for Learning Discussion Boards (Canvas) Builds con­nec­tions and class com­mu­nity by pro­mot­ing dis­cus­sion on course top­ics and more infor­mal discussion Con­tributes to the devel­op­ment of cog­ni­tive, crit­i­cal think­ing, and writ­ing skills Allows time for thought­ful, in-depth reflec­tion on course top­ics. Much like tra­di­tional writ­ing exer­cises, stu­dents have more time to think about, research, and com­pose their thoughts before con­tribut­ing to the discussion. Facil­i­tates exploratory learn­ing by allow­ing stu­dents to review and respond to the work of oth­ers and approach learn­ing in diverse ways Empow­ers stu­dents to express them­selves. For stu­dents with dif­fer­ent learn­ing styles, an online dis­cus­sion board can be a venue where they feel more com­fort­able con­tribut­ing to group dis­cus­sions.  With pos­i­tive rein­force­ment from inter­ac­tions on the dis­cus­sion board, an increase in in-class par­tic­i­pa­tion may also occur. For more information about discussion boards: http://depts.washington.edu/swedtech/2011/04/21/using-online-discussion-boards-to-enhance-learning-in-your- class/

Where the learner is going Unpacking formative assessment Where the learner is going Where the learner is How to get there Engineering effective discussions, tasks, and activities that elicit evidence of learning Providing feedback that moves learners forward Teacher Clarifying, sharing and understanding learning intentions Peer Activating students as learning resources for one another Activating students as owners of their own learning Learner

Activating Students as owners of their own learning http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html

Activating Students as owners of their own learning Inspiration 8 – Visual Learning Using the search button in your Charms menu find Inspiration 8. This tool allows students to create A variety of graphic organizers To demonstrate their ability to Make connections between Concepts in the classroom. http://www.inspiration.com/visual-learning

Activating Students as owners of their own learning Quizlet – Allows teachers to create a variety of games/activities for students learning new vocabulary. Teachers and students can track student progress.

Quizlet Activities

Where the learner is going Unpacking formative assessment Where the learner is going Where the learner is How to get there Engineering effective discussions, tasks, and activities that elicit evidence of learning Providing feedback that moves learners forward Teacher Clarifying, sharing and understanding learning intentions Peer Activating students as learning resources for one another Activating students as owners of their own learning Learner

Gathering Formative/Summative Assessment Data Edulastic: http://app.edulastic.com/#dashboard/close Free to sign up Assessments can be linked to CCSS Standards Advanced Question formats (similar to SBAC) Use assessments that have already been created

Gathering formative/summative assessment data Socrative – www.socrative.com Students do not need to login, just enter Your assigned room number. Students can answer questions in a Variety of formats.

Gathering formative and summative assessment data

Where the learner is going Unpacking formative assessment Where the learner is going Where the learner is How to get there Engineering effective discussions, tasks, and activities that elicit evidence of learning Providing feedback that moves learners forward Teacher Clarifying, sharing and understanding learning intentions Peer Activating students as learning resources for one another Activating students as owners of their own learning Learner

Additional resources Working with Peers Discussion Board – Canvas Blog – Kidblog – www.kidblog.org Providing Feedback Rubrics – http://rubistar.4teachers.org/index.php Project Checklists - http://pblchecklist.4teachers.org/checklist.shtml Turnitin – www.turnitin.com One Note Shared Class Notebooks – Teachers can create written, verbal and video feedback