Formative Assessment in the Classroom 2014-2015
Below are several samples of formative assessment conducted in my classroom. Josh Caton and I collaborated on visits and dialogue about the use of this instrumental tool to check for student understanding. All of the data gathered throughout the year assisted me in planning and reteaching if necessary. Formative assessment is similar to using a GPS system, only you're in a classroom full of young learners, it is helpful to avoid traffic jams and plan for detours before you miss the exit. Also helpful to teachers, is the use of formative assessment to get to your destination in a timely manner; thus using feedback to gauge the amount of time to spend on concepts and standards. I tell my students, "I need to get a pulse on what you know and don't know." Measuring the got it of students has never presented more opportunities for teachers to build their toolbox of methods to check for understanding. At the end of the day, students care that the teacher cares if they are understanding the learning.
#1 Using Google Forms to gather data
In CP English 12, we read The Curious Incident of the Dog in the Nite Time by Mark Haddon. This piece of literature can be a game changer in promoting student learning about the power of themes. Not only are student engaged in the book, but they are able to demonstrate their comprehension by finishing high interest post reading stems.
After reading the book, a brief online reflection using Google Form garnered the information below.
Student Responses: After reading TCIOTDITNT, I changed my attitude about...
I changed my attitude about why autistic children act the way they do. I realized Christopher sees the world in a different way than everyone else.
Parents of autistic children. I have only been able to see my aunt and uncle parent my autistic cousin. I had a very positive outlook on parents of autistic children before. Now that I have read this book, I realized how some parents are not good at being parents. As a parent no matter what, you should put your child first. Christopher's parents were not very good at doing that.
I changed my attitude on how I understand the mind of autistic children and how they perceive the world.
I changed my attitude about how to take people on how they are and to except everyone, even when they have problems that no one can understand. People should get to know each other before they judge. People really are great once you get to know them even if you didn't think they'd relate to you or not.
I changed my attitude about the way I think about kids with autism. After reading this I definitely understand more about them. And now I realize they are just like us.
Parents that have children with disabilities, such as Chris who has autism. I think that the book changed my mind about the way I look at and see parenting skills of children with disabilities. I gained a lot more respect for those parents.
After reading TCIOTDITNT, one new thing I learned was...
the way individuals with Autism think and view the world around them. It was very interesting and gave me a new perspective on the hardships I'm grateful to have surpassed.
One new thing I learned was that autistic kids can excel in some things more than kids who don't have a disability.
how different autism is across the board, I never realized that there were SO many different types that vary intensities.
How to view things from a different perspective instead of the typical one.
I learned that you need to take the time to observe people and your surroundings before making judgments. It is very easy to be blinded by only what you see if you fail to really observe it/them.
I think that people with autism are very intelligent human beings and that we could learn a lot from them.
The puzzle pieces and background info were helpful.
When asked if they would recommend the book to their peers it was an 100% YES!
Optional comments included...
This box's required status gives me anxiety. #ThanksMrsAdkins
Overall, students seem to walk away from the book understanding that literature can impact our worldview and enhance our contributions to humanity. This formative assessment reaffirms that I did not subject my students to Readicide.
#2 AP Language & Composition Timed Write Reflection
After a timed testing simulation in APLC, I surveyed students and requested candid feedback about the experience. Students have a high amount of anxiety when it comes to writing proficiently under the restraints of time and must mentally and academically work thru these situations to prepare for the test in May. This time, I focused my questions on how to improve the learning because there is still a great deal of time for improvement and learning to take place. Also, I want students to own the behavior that practice does indeed perfect the skill.
Reflection HERE
Reflection results HERE
As the course went on, I began to pull away the safety nets from the initial timed writers. For example, students had Sentence Improvement Notecards that disappeared at the semester, thus forcing them to recall the skill from memory. We used the testing schedule to our advantage to practice timed writes that allowed for a full hour, which is perfect for a test simulation environment.
#3 Pygmalion - Acts 1 & 2 Check for Understanding in CP English 12
This formative assessment was to check on the understanding of the person vs. person conflict that exists between Eliza Doolittle and Henry Higgins. Also, to ensure students clearly understand the "bet" between the characters and to explore the potential complications that may arise. Finally, students are asked to weigh in on whether the experiment is a good idea for Eliza, an exercise in prediction. Defend yourself. Students shared out loud their responses which generated a productive class discussion and served to peak student interest for the remainder of the play. Additionally, graphic organizers and/or visual images aide student memory.
Check for Understanding Document HERE
#4 AP Language and Composition "Notes on Writing"
These are documents that I use to collect notes and trends of student writing when scoring their practice Timed Writes, all 50 of them. This document is copied and distributed to students so that get ample feedback for improvement, and it saves the teacher TONS of precious time because you do not have to write the same comments on numerous paper. I always tell students that these are my chosen talking points because they are worth everyone hearing and they will guide your revisions. There are never more than 10 "preach points." Students are indeed using these "Notes" to revise and improve their work. It is evident in their revisions that the "Notes" are guiding their decisions and supplying additional ideas for improving their responses.
Notes on Writing Samples
#5 Spider Talks
These are diagrammed class discussions that track the quality and quantity of students participation. There are several questions to steer students through the conversation and they are responsible for ensuring that "Everyone must participate, but no one can dominate." This formative assessment leads students to make meaning and a "taking inventory" of their own understanding on the topic at hand. Students are able to make connections and add real life experiences to their discussions, thus making the learning relevant.
Sample Spider Talks
If students are absent, I ask them to submit a written document of their talking points they had prepared. Also, I have found it effective to begin the next day's class with a Google Form that asks students to scribe any additional talking points they were unable to express in the Spider Talk. This evens out the conversation more and provides more than ample opportunity to prove they were prepared and have strong talking points, moreover, if something struck up lots of debate close to the bell, students are still presented with an individual opportunity to get in the last word.
#6 Using Padlet to gather responses in class
This resource helped provide a forum for students to publish their results for the whole class to view. I used this on several occasions to see multiple student results in individual and/or group formats. After taking a medieval kingdom survey, students were placed in a category according to personality traits and work preferences. This aided the introduction and relevance of The Canterbury Tales as students were in the correct frame of mind to understand the social class divisions that are imposed by society. Here are the results,
http://padlet.com/bethadkins/y8wfscjygvsu
Additionally, students had to summarize background information and create a post on Padlet. The results are here: http://padlet.com/bethadkins/qm5ui6cembt4
I could review with students and they had the opportunity to ask clarifying questions. Once the background was established for the time period, the literature and subject material made more sense and enhanced their learning.
Padlet is an effective formative assessment tool that helps to "inform" the teacher of the learning and direct future planning according to students' understanding of the material.
