Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
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ollie4_1: Article: Attributes from Effective Formative Assessment (CCSSO) - 1 views
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Yes, I agree. I cannot imagine how many hours went into this one short sentence. :) -
Agreed. We had to do this for an Iowa Core training and it was a lot harder than it looked.
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Learning Goals and Criteria for Success: Learning goals and criteria for success should be clearly identified and communicated to students.
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I think this is an area that has gotten a lot of attention in the last five years, and teachers have become more efficient at this.
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We have been working on this as well. I hope students see why we are doing it. I remember asking a geometry teacher when will I ever use this or why are we doing it. He never did answer me, and I was already confused by the subject. It may have helped me to know why we were doing it.
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I try to give my students a unit plan/overview at the start of the unit, that lists my goals, the activities we are going to do and a tentative schedule. As we get to projects/assessments, we've already practiced skills and work on fine tuning the rubric together. I hope they are able to see how things fit together but, I am not always sure they get why they need to retain the knowledge for future use. Foreign Language requires you to use prior knowledge of Spanish and English Grammar. This year we will add the references to the national foreign language standards and competency based grading to the mix. Should be interesting action research. -
Yes, teachers need to be very clear about learning goals and success criteria. A part of our Gradual Release classroom walk throughs including interviewing students to see if they can state in their own words what they are learning.
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Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
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Specific and evidence-based feedback is most effective for everyone involved.
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It is the biggest bang for the buck to improve learning compared to any other strategy. This does need to be our focus.
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I agree that this should be our focus. Unfortunately this is more time consuming so for many teachers this can get put on the back burner.
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The primary purpose of the formative assessment process, as conceived in this definition, is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process.
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Using google forms and the flubaroo script (add-in) makes quick feedback an easy part of my class. 10 quick questions on the iPad and feedback almost immediately. I wait until everyone is done then send it to them. Then we can look at it again as a whole group.
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It seems important to me that the evidence is for both students AND teachers.
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Thanks for sharing about the Google add-in, flubaroo. It seems like it provides quick, easy feedback that would be useful to students.
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The students must be actively involved in the systematic process intended to improve their learning. The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
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I think too often we do not involve the students in even formative assessment. A test, quiz or any other assessment is usually seen by the student as something that is done to them. The teacher gives it to them, grades it and show the grade, rather than it being more of a cooperative project involving both student and teacher with the clear goal of finding out what is being learned in order to improve future learning opportunitites.
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This goes back to the argument of how and why we grade. Why do students expect a grade for everything they do? Because we, as teachers and society, have taught them that the grade is important. Lost in that approach was the idea that the learning is the important aspect of school.
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I had students tell me that they don't try as hard if it is not graded. So I tell them everything is graded (some is completion, some is accuracy. If it's going to be like the real world/a job, all the things you do are looked at in your performance review, not just one assignment/project. It shows me a lot about work ethic and accountability for my own learning if they don't take the activities seriously. Some are meant to be fun, but they are also educational and chosen for a purpose.
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Good point comparing quality school work to job performance. In the world of work, each day contributes to a person's performance evaluation.
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This seems to be a part that is skipped sometimes. Teacher are actively involved in formative assessments, but are kids always involved? Do the kids know when they need further instruction or reteaching?
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Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility and that they can take an active role in planning, monitoring, and evaluating their own progress.
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This sometimes seems like the hardest part to me - getting kids to realize that they are responsible for their own learning. Sometimes students want to take a more passive role and it becomes quite a challenge to engage and motivate them to become active participants.
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I do not feel that education has done a great job of making learning relevant to THEIR lives. I am hopeful the Core will push us to give projects, assessments, etc. where the kids see their connection (relevant now- not when they are 25) to the world & learning- not just something a teacher assigns.
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I went to the AEA 11 TIC/TOC presentation on Project Based learning. It was eye opening to see teachers really challenging their students with a project. I do know some students that just want the easy grade of an objective test instead of projects.
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Descriptive feedback should be about the particular qualities of student learning with discussion or suggestions about what the student can do to improve. It should avoid comparisons with other pupils
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This is a big statement. It requires a solid rubric, checklist, or whatever the assessment may be in order to have students see exactly what they did and keep us from comparing it to other students.
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I think that with the grade removed, the ease (and temptation) to compare students to each other is reduced. Summative assessments for a grade almost mandates comparisons since you have to rank students, either to each other or to a pre-existing scale. Providing feedback for each individual to do better doesn't have this built in competitive dimension.
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I did this in the writing process. It was difficult for students but powerful. I know now that I needed to model what suggestions for improvements & positives looked like besides, "spell better" or "it was good."
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there is clearly no one best way to carry out formative assessment.
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And this is what making teaching so difficult yet makes it so awesome at the same time.
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I think this also supports the idea that you need to vary the assessment as well to make sure that an accurate picture of the the students' learning is assessed.
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In peer-assessment, students analyze each others’ work using guidelines or rubrics and provide descriptive feedback that supports continued improvement.
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How does the teacher get the students to give positive descriptive feedback? I would be concerned that students would just give their friends the "ok you did great" kind of feedback.
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I think that this is particularly challenging in foreign language, where students are still acquiring skills of writing. To do this effectively, I think you need to scaffold it, and then have the student look at his/her work with a definitive list of criteria and then have a peer look at it with the same list and ultimately have them compare it. I am not sure how to account for kids who don't have the skills to do the task....
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Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback.
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This is the important part for teachers to understand. We often think, or hear other complain, about every new idea being somethign new added to their workload. This is actually a purposeful planning of many concepts that you already employ, just being used for a more structured and planned purpose.
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Collaboration: A classroom culture in which teachers and students are partners in le
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Collaboration between the teacher and students takes time to establish. As a librarian, this is extremely difficult for me to do. I drop in and collaborate with the classroom teacher for a short lesson.
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teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal
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This is such an important point. Teachers and students need to be "on the same page" - understanding where they they are going, why, and how they will get there.
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A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment.
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Another important thing to remember. Sometimes, as teachers, we can lose sight of how important it is to MODEL MODEL MODEL in order for students to truly understand and be successful.
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formative assessment be regarded as a process rather than a particular kind of assessment.
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I like that it repeats the importance of the process here. I noticed that in the official definition it does not mention a means of ranking students, but rather a process intended to improve student achievement. I think too much emphasis gets place on the grade by both students and the teacher and not enough emphasis on the learning.
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I agree with your comment about emphasis on the grade--parents seem to be in the same "boat". How can we get that turned around?
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A further benefit of providing feedback to a peer is that it can help deepen the student’s own learning. However, student- and peer-assessment should not be used in the formal grading process.
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While I believe that teaching the subject encourages deeper understanding, the counselor me is more cautious about the potential harm in pairing the wrong students. I think it would be imperative to choose the right partners to insure optimal learning.
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feedback
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However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process. This feeling is dependent on a classroom culture characterized by a sense of trust between and among students and their teachers; by norms of respect, transparency, and appreciation of differences; and by a non-threatening environment.
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ollie1 (Peterman): Iowa Online Teaching Standards - 40 views
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Has experienced online learning from the perspective of a student
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I feel that this is essential for any teacher of an online course. Just as a classroom teacher has at some point been a student in a classroom, so should a teacher of an online course have been an online student. It is an imperative experience that provides empathy and understanding that would otherwise be absent -
I agree with this comment. While I think it is possible to be successful teaching in an environment one has not experienced personally, having that experience makes it easier and more likely. As I take the first steps in designing an online course, I think about how I would experience certain elements if I were the student and am able to draw on personal experience. -
absolutely! It is very important to me to be able to do what I ask my students to do. If I don't know what they are doing, it is my hope they can teach, or at least show, me how they did what they did. -
I agree. I think this applies to all teaching, not only online teaching. Whenever I assign a new project to my students, I like to go through the assignment myself so I can be ready for questions or make adjustments to avoid confusion or frustration for my students. -
The experience of being an on-line learners helps me as an on-line teacher be more sensitive not only to learning to content but also the stress new on-line learners go through. Am I doing this right? Where do I find this? Learning to "routines & procedures" in the on-line classroom can be stressful!
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Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
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My concern here is with the word "or." My opinion is that the correct word should be "and." Although I believe that it is of utmost importance that an instructor have academic credentials in the field in which he or she is teaching, I also perceive it to be just as important that he or she meet the professional teaching standards established.
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Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory
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I agree that learning theories are an integral part of teaching. This ties to the annotation I made under standard 2. Having this knowledge is an innate feature of meeting the professional teaching standards established.
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Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
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I agree that administering varying types of assessments is important to ensuring that students who learn and communicate in different ways will have an opportunity to demonstrate what they know. Some might be most successful in responding to direct, objective test questions, while others might be more effective in writing essays. Multiple types of assessments can also reveal the depth of knowledge of any one student, regardless of learning and communication style.
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
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I am curious to learn about complying with intellectual property rights online. While copyright law allows for "fair use" for educational purposes, online courses seem especially suited to drawing material from other parts of the Internet. At what point might a teacher cross from "fair use" into a violation of someone's intellectual property rights?
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I am intrigued by this thought. the term "fair use" seems vague and undefined. I agree that online courses do seem particularly suited to drawing material from the internet. Perhaps examples of acceptable use vs. unacceptable use would be helpful.
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This is a great question. I don't feel I fully understand "fair use" when it comes to using material from the internet for courses. -
I intended to highlight this as well. Perhaps since it is already highlighted I am unable to do so as well. Fair use issues and proper citing of sources is probably something many of us need an update on. Especially now that our content will be online for people to see and perhaps even borrow in their courses, we need to be sure we are legal in what we share and use.
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Networks with others involved in online education for the purpose of professional growth
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I think networking provides great opportunities in all field for learning. Sharing real experiences are some of the best "professional development" I have attended. Just attended the science TIC; wonderful experience of teachers sharing with teachers.
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You are correct. Networking is the best way to learn. It isn't always easy finding time to get together face 2 face but technology is enhancing our collaboration across the state in order to learn from each other
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Understands student motivation and uses techniques to engage students
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Wish I had a clear picture of "what" motivates students. This concept in the classroom or online can be a tricky one.
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content knowledge (including technological knowledge
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great connection to Technological Pedagogical Content Knowledge (TPACK) ...attempts to identify the nature of knowledge required by teachers for technology -
Technical knowledge is a hard one for me. I feel like technology changes at such a rapid pace and with not being in a physical classroom I have to rely on myself to further my tech knowledge. That doesn't happen easily.
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Promotes learning through online collaboration group work that is goal-oriented and focused
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This can be a most challenging task, online group work that has true collaboration. So often we just want to be anonymous.
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• Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
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As a student and as a teacher, I have found getting my assignments graded online as a student and grading them as a teacher is very time consuming. Sometimes I have even wondered if my assignments were graded by my instructors. It takes a lot of time sitting in front of the computer, opening up each student's assignment, and grading it with quality feedback. I have found that online work tends to take a lot longer to grade. -
We are currently using a lot of Google Docs in our classes at Woodbine, and I too have been a bit overwhelmed by the time it takes to grade work. Some resources like Flubaroo are helping me with multiple choice type work but basic writing stuff takes a long time.
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This seems to be a common theme and something that on-line teachers struggle with. Getting timely feedback as a student is important so new learning is affirmed before I move on to the next topic. As a teacher it requires allot of time and self discipline to attend to.
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Getting feedback on student work is key for motivating students to work hard daily. Google Classroom has made a big difference in face-to-face classes and I believe it could also make a different in online classes. If the assessment is a paper, then the teacher can give feedback daily or every few days instead of just grading the paper at the end when it is due. This feedback would allow for students to know if they are on the right track as they are working on it.
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• Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
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Having reliable, quality, affordable software to support learning is hard to come by.
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• Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SREB E.8, Varvel I.D)
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I think this would be easy to overlook in this type of class offering. Sharing student rights as it pertains to their work and who exactly will be seeing it IS important.
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Course evaluations have been interesting to me in the past. If they are not well designed they can create a forum for feedback that is not as "helpful" as you'd hope. Putting a lot of thought into the feedback you are seeking and then asking about those things in particular with carefully worded questions might help a person avoid "extra input" that sometimes is not as helpful. (I've had students use them as a place to judge and criticize. That CAN be helpful, but it is often not the type of feedback that leads to creating change for the overall good of the course.)
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• Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
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Be careful as to the questions used for bringing in feedback and think hard about whether to make it anonymous or not as well. Open ended feedback from anonymous posters is sometimes not as helpful as you'd hope it to be. :)
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My experience is that course evaluations for online or traditional AEA courses are often not completed. Those that are posted often do not have enough detail to help guide changes. We have tried to send out a separate SurveyMonkey and don't get a good response there either. Would be concerned re: how this criteria would be evaluated. AND, I would love to know how to encourage more course feedbackk! -
When this was trialed in my last course, I found the pre-course evaluation fairly straight forward. The co-teacher and myself had to revise the post-course evaluation a few times as we walked through the course to ask questions that provided us with usable information.
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Incorporates social aspects into the teaching and learning process
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Collaboration is key to a successful online course. It is not enough to read content and complete assessments. A student needs to be actively involved in the learning process. This is where discussion forums become important as do the activities that you are directly involved with during the class. Reflecting and responding increase the social aspects and allow for learning to go beyond the content provided. - Cari Teske
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3
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• Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
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It is important for students to learn in groups and for them to collaborate with each other, problem solve, and to learn good communication skills.
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Alignment is very important to make sure that the students are are receiving instruction to meet the local achievement goals.
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
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With the implementation of DSI, this area becomes critical for successful implementation of this mandated instruction.
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Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
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Very important for all instructors on either side of the screen. Keep current on new research by reading, taking classes, collaborating and networking.
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Online instruction is more than just putting print up on a website (the online version of worksheets perhaps!)--one must strive to learn all aspects of the technology and use it to be an effective online instructor.
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Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
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Identifies and communicates learning outcomes and expectations through a course overview/orientation
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Just in case the other comment wasn't posted, here it is again...All participants/students should know what is expected of them and how they will be graded and classroom expectations.
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Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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There is a HUGE difference between face-to-face and online learning/teaching.
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Very true. Also, between blended and those mentioned above. Strategies used need to be developed to provide learning to be at it's optimum.
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I feel there is a definite challenge that is larger barrier than teaching face-to face. You must get your thought across without that personal face-to-face and not loosing anything in the interpretation. you must also feel as though you have your message getting across ....quite a challenge. -
I agree that there is a huge difference between online and face-to-face teaching. I also believe that some people think it's "easier" to teach online and takes less time. Actually I think it takes more time!
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Continuously
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evaluate
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• Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
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Students believe that copying and pasting from several sites alleviates the worry of plagiarism while never translating the material into their own words. In addition, sometimes students have the false idea that posts are anonymous unaware that what is said online remains. And edits and deletions may be impossible. With this comes responsibility. -
This is a huge concern in our building since going 1:1. Students don't understand that they can't copy and paste something word for word from the Internet. I have had students simply change one or two words and think they can all it their own.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
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• Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
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https://diigo.com/08anyu I have found assessment data to be very valuable in seeing if what you are teaching matches the goals of the course. Data often show gaps in instruction. It also indicates areas that may need to covered in more detail.
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Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
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https://diigo.com/08anyu I have found that dealing with the problem before it escalates usually is the best approach. If a student is having a problem, talking with the student in a normal calm voice can beneficial. Sometimes, things just blow up and then the main goal is to keep the students safe.
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• Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
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Knows the content of the subject to be taught and understands how to teach the content to students
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Selects and uses technologies appropriate to the content that enhance learning
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I believe that the content being learned must be the focus and not the technology being used. The technology should only be a tool that enhances student learning.
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Good comment! Even with students that we work with face 2 face.... technology should not be a subject or an objective but it should be used to enhance their learning with core curriculum.
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presentation of the conte
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This can be scary for on-line instructors because it is important that you apply the correct presentation of content for students to learn and engage.
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Understands and uses data from assessments to guide instruction
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Teaching is all about constantly tweaking the material to meet the students' needs. What worked a year ago may not work at all with the current students.
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Yes, reflection is always good. But, often times it needs to happen during the course. As instructors we often assume that others will be able to follow along with the instruction. When that is not the case, material needs to be retaught. In a face-to-face classroom, one can observe the students. In an online class, it may be more difficult to see and the method of gathering understanding from participants may take a different approach.
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I find it very helpful to document immediately following a lesson with a student before going on to the next. It helps keep data clear and immediate.
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
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Some students are under the mistaken impression that copying and pasting from several different websites and compiling this info is NOT plagiarism. Translating into their own words hasn't been done and yet they don't understand that they are stealing content. We, as educators, must establish the guidelines for writing with integrity.
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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Knowing you can get a teacher's feedback quickly is important in keeping students engaged so frustration does not set in.
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This is essential to any online course. Unfortunately, I have taken courses in which the instructor is either unavailable and/or unapproachable and it is extremely frustrating.
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
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With all the technology available free, it seems it would be easy to throw in elements that really don't enhance the learning of a topic. Prudence would need to be taken.
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The details in this criteria include 2 items that are recognized as cornerstones of good teaching and likely share common definitions-overviews & reviews and patterns in lesson sequencing. "Appropriate visual web design techniques" on the other hand does not have a widely held definition. Where will this come from? How can online instructors keep up with what are appropriate techniques?
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Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
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It is very important for an online student to be engaged. Instructors can help by adding interactive pieces to the course.
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Assists students with technology used in the course (Varvel III.C)
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This is important. I try to go through each evaluation to improve the course experience - but would love to spend some more time creating a more thorough evaluation document
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I try to have any assignment where teachers create a lesson, worksheet, unit plan, homework activity, etc - contain a component that allows them to evaluate the impact on student learning.
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Knows and aligns instruction
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It is imperative that teachers (whether teaching online or face to face) has alignment with their standards, instruction, and alignment
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instructional strategies
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In an online course, instructional strategies can get tricky, but it is important to keep things fresh, and keep participants engaged in the learning process.
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planning, designing,
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When starting an online class is important to design it with the end in mind. What do you want students to know by participating in this course? Planning and designing how to get to those goals is critical. It can often be difficult for instructors to 'unlearn' what they are already know. In a regular classroom they pick up clues by observing the students as to whether they understand the content. That is much harder to do in an online environment. Therefore, it is important to carefully review your course throughout the planning and designing stage in order to deliver a clear message of instruction.
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I really feel that I am working on aligning my course to the Iowa Teaching Standards. I LOVE standards....think it is such a great thing for all.
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If instruction is not aligned to the achievement goals of the district and/or state, I again would question the intent of the lesson. Alignment ensures that we are teaching and monitoring what students need to know and be able to do.
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Demonstrates ethical conduct as defined by state law and local policies or procedures
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
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As a yearbook advisor, I've always taught students that you can mention film, media, music, games, etc. and you can use portions of lyrics but not whole songs or poems. Attribution is important, but doesn't necessarily let you use whatever you want. If kids want to use pictures in our book from Facebook or Instagram, I make them ASK permission from the person who took the picture. As an Art teacher, I explain to students that it gets a whole lot messier. No one blinked when Warhol parodied advertising labels or art masterpieces or when Marcel Duchamp recreated the Mona Lisa with a mustache, but Shepherd Fairy was sued by the Associate Press for basing his Hope/Change/Progress posters of Barrack Obama on one of their news photographer's images from a press conference. I encourages students to use Photoshop, Pixler or Google Drawings to create their own graphics and MeMes rather than simply downloading preexisting material, but I don't think I'll ever manage to stop them from looking up pictures on the internet to draw or paint. - ...1 more comment...
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Okay, but don't we also need to have a feel for each individual student's learning styles, cognitive abilities, behaviors & intelligence strengths & deficits? Anyone who's been a classroom teacher for very long can also tell you that every group seems to have a "chemistry" or personality or relational dynamic which is unique too. Every year I've had to adjust because of how groups get a long or work together or respond best to. I would like to know if the social/group dynamics play as much of a role in online teaching if any. Is it like classroom teaching, something that you gain instincts about through experience? It there just as much art and science to teaching with moodle or in a chat room as in an actual school?
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Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
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I agree to be the best teacher you have to experience the lesson from the students perspective. Having been on both sides give the educator a much better understanding of how things should be taught.