geddit - 1 views
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Get instant feedback on student learning with Geddit!
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Just started using this for formative assessment. I really like the check-in feature for kids who are afraid to ask questions!
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I will have to check this one out! With so many assessment tool choices out there it can seem overwhelming. Find one you like and use it.
Little Bird Tales - Home - 0 views
Kahoot! - Create new Kahoot! - 1 views
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I look forward to using this resource to learn more about my presentation attendees in the future.
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I use Kahoot daily with my students. I have a student in each of my classes in charge of making these quizzes. All the students in the class email that person a question and four possible answers. We start many classes with this quiz as an anticipatory set. It is also great for formative assessment!
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Hey Sam -- I think I'm going to be a kahooter as well. I've looked at it and have seen it referenced at several different events/districts. It seems to be an effective way to offer formative assessment in a FUN way.
Assessment - 3 views
Will · The "Immeasurable" Part 2 - 1 views
Will · Valuing the Immeasurable - 0 views
How Can We Make Assessments Meaningful? | Edutopia - 0 views
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"How Can We Make Assessments Meaningful?"
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When I think about my own definition of a "meaningful assessment," I think the test must meet certain requirements. The assessment must have value other than "because it's on the test." It has value to the individual student who is taking it. It must intend to impact the world beyond the student "self," whether it is on the school site, the outlying community, the state, country, world, etc. And finally, the assessment should incorporate skills that students need for their future. That is, the test must assess skills other than the mere content. It must also test how eloquent the students communicate their content
ollie_4: Article: Attributes from Effective Formative Assessment (CCSSO) - 1 views
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there are a number of formative assessment strategies that can be implemented during classroom instruction.
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I know that it is too late to change the word "assessment" with formative (and I don't know what I would put in its place), but assessment is so tied to grading in everyone's mind. Formative assessment is not a grade or a "final" of anything. FA strategies help us accumulate data to find where student learning is and how teaching should address the next step toward the learning goal. SP
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Great point, Susie! Maybe we could start a movement against the word "assessment' after formative. :)
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That is confusing - would formative "analysis" or "process" work? :)
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As an "old dog" I try to model learning "new tricks" which includes new understandings. Process is more of a stretch to the teachers I work with than assessment--they are slow to recognize how important process is, and impatient with assessing it.
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Students then need time to reflect on the feedback they have received to make changes or improvements. In addition, students can be encouraged to be self-reflective by thinking about their own work based on what they learned from giving feedback to others.
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Giving students time to reflect and engage in the metacognition act is so important. Too many times, instructors rush from one assessment to the next instead of letting students build a piece and reconstruct it over and over, based on feedback and reflection -- deep learning can occur if we let it.
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Thanks for the reminder. As you have taught me - reflection is important for students of any age!
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Teachers have to get over "covering" the material in order to allow themselves to give this reflection time. We need to learn this too.
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Effective formative assessment involves collecting evidence about how student learning is progressing during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals.
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I really like this definition of formative assessment - collecting evidence about student learning and then making adjustments to close the gap between current understanding and the desired goal. This is what I believe good teaching and learning is all about!
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I can already see that this article will be useful to me in working with our data teams this year.
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Smarter Balanced Assessments | Smarter Balanced Assessment Consortium - 1 views
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The Smarter Balanced Assessment Consortium is developing a system of valid, reliable, and fair next-generation assessments aligned to the Common Core State Standards (CCSS) in English language arts/literacy (ELA/literacy) and mathematics for grades 3-8 and 11. The system-which includes both summative and interim assessments for accountability purposes and optional interim assessments for instructional use-will use computer adaptive testing technologies to the greatest extent possible to provide meaningful feedback and actionable data that teachers and other educators can use to help students succeed.
Quality Rubrics / Home - 4 views
What a Zero Really Says | Teaching on Purpose - 1 views
ollie4: Educational Leadership: The Quest for Quality - 5 views
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Five keys to assessment quality provide the larger picture
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The Clear Purpose paragraph resonated with me since I just finished reading an article in Education Leadership called Know Your Target. It is all about knowing the purpose and sharing that with students and how student achievement goes up as a result.
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I would agree with you that it is important to give the students a clear idea of the purpose of the lesson and how it would impact their life or daily skills.
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Five keys to assessment quality provide the larger picture into which our multiple measures must fit
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Are results communicated in time to inform the intended decisions
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One of the "What Works in the Classroom" strategies from Marzano is: Setting objectives and providing feedback. Research shows that giving feedback improves student achievement. This statement about results being communicated in time to inform the intended decisions reminds me of the Marzano work.
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I have seen positive results in my own classroom when I have provided feedback in a timely manner that is directly to the specifics that were taught.
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This is one of the benefits of educational games if they are created well... instant feedback and another level to conquer!
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Did you read Evan's blog about gaming? I was interested in his perspective to making it synonomus with using literature to teach content.
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I completely agree! I have around 600 kids and try my best to comment more than just "good job" but with meaty feedback for my older kids in 3rd, 4th, and 5th grade and I've seen many kids work and rework their challenges out until they get it. It shows the kids they're not just a number. :)
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Teachers are becoming more data driven than ever before. Teachers will need to have a condensed curriculum if they want to provide enrichment opportunities in their classroom. Currently, there is not enough time within the school year for teachers to assess, analyze, and enrich for each and every child unless some of the content they are expected to teach is removed. This is a situation where it looks great on paper but right now doesn't work in the classroom. If we really are stressing Quality than quantity needs to be reduced.
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The time factor and choosing the right assessments is a daily struggle for teaching. I wish that there was more time in the day, week, month to evaluate past assessments and determine the effectiveness of them.
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I agree with all your comments on the value of feedback. That's what I really like about some of the online assessments I've seen - kids get the feedback right away and then are pointed to extra help or a different type of explanation if they need it.
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Infographics as a Creative Assessment - 0 views
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This site will provide you with links, ideas, tips, and much more for supporting the use of infographics as an assessment option in the classroom. The site has three informational pages, linked on the right.
The Quest for Quality - Educational Leadership - 11 views
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In the past, few educators, policymakers, or parents would have considered questioning the accuracy of these tests.
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I was a teacher who didn't question cut scores. In fact they made life easier for me- but there really was no real learning beyond the assessment. This transition to continual learning makes so much more sense!
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This sentence is so true. I remember bringing home ITBS scores to my parents. As long as the scores were in the 90th percentile or better they were pleased. I don't remember them ever digging deeper to ask the teacher what I actually knew or did not know. To them it was an important test and whatever the results said must have been the truth. I'm glad we're not there anymore.
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Very true. We never questioned ITBS or ITED scores - we believed they were the one and only true assessment of a student's abilities. My how things are changing! There are so many factors to consider (region, vocabulary, did the student eat breakfast, did the student get enough rest, etc).
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I can remember as a child being very worried about my ITBS score, I was never a good test taker and I knew how "important" these tests were. I am glad that these days we use more authentic types of assessments also.
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I just reviewed ITED scores with our son. I recently read that ITED scores are closely related to scores one might expect for ACTs. This really worries me as a parent since we have a special needs child whose vision problems have greatly affected his performance in school. He plans to take the ACT test this spring and I know he's not prepared to accept a low score. Convincing him that he needs to take practice tests and study has been really difficult.
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The assessor must begin with a clear picture of why he or she is conducting the assessment.
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Using this with the concept of backward design shows us how many options all fit together.
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I too value the "Begin with the end in mind" method. I find it easier, after establishing learning goals, to determine how I'll assess them then let that direct my method of instruction.
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The "end product" might have different meaning to the student. For example, I teach a cooking class and the end product is often the food prepared. It can be difficult to convince the student that a standard muffin has specific characteristics. We review the characteristics before beginning the lab. In the eyes of the student, if it is edible it's just fine! You wouldn't believe how many times students have mixed up baking soda for baking powder and have been completely satisfied with a pancake that tastes like soap.
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Strangely, after all the staff development, I think some teachers don't know why they are giving certain assessments. Part of this may be that they are philosophically opposed to so much testing but I think there is still a lack of understanding about the concepts being taught: the minutiae are more clear.
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four categories of learning targets are
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These targets could define four different assessments given quarterly. Don't we give informal assessments that cover some of these targets?
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I like checklist type information because it helps me to evaluate and plan my own instruction. I can use these criteria to make sure I plan for all these targets in my instruction.
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The point where my assessment breaks down is that my formative data is rarely shared with others. We don't look for trends or patterns or discuss needed changes in content or instructional delivery.
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I believe that this article "The Quest for Quality" really gets at the heart of the importance of having "focus lessons" daily and more long-term learning targets for both teachers and students. Being specific and purposeful about what and how we want students to learn (skills and academic (vocabulary) is essential to genuine learning and performances.
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Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas--superintendents, supervisors, principals, teachers, professors of education, and school board members.
Wiki Rubric - 0 views
Flubaroo Overview - Welcome to Flubaroo - 1 views
The Theory Underlying Concept Maps and How to Construct and Use Them[1] - 1 views
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Joseph D. Novak & Alberto J. Cañas Florida Institute for Human and Machine Cognition Pensacola Fl, 32502 www.ihmc.us Technical Report IHMC CmapTools 2006-01 Rev 2008-01 (click here for a printable PDF version: small filesize (998K) or high quality 6.6MB)) Introduction Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. We define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label. The label for most concepts is a word, although sometimes we use symbols such as + or %, and sometimes more than one word is used. Propositions are statements about some object or event in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement. Sometimes these are called semantic units, or units of meaning. Figure 1 shows an example of a concept map that describes the structure of concept maps and illustrates the above characteristics.
Intel Education - For K12 Education - 0 views
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