One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment. In other words, there is no such thing as “a formative test.”
Contents contributed and discussions participated by Peggy Christensen
ollie4: Article: Attributes from Effective Formative Assessment (CCSSO) - 14 views
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I often times hear teacher speak of formative assessment as a noun instead of a verb. (e.g. They gave their students a formative assessment today.)
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there are a number of formative assessment strategies that can be implemented during classroom instruction.
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In Science CABs we have shared the book, "Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning," by Page Keeley. The teachers seem to really like a lot of these strategies and plan on using them in their classrooms.
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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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This year in Science CAB, we have started using Learning Goals and Success Criteria with the participants. We try to post these on the PowerPoint, so everyone can see them. However, our learning goals . . . and possibly even our success criteria need work.
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Building A Better Mousetrap: The Rubric Debate - 7 views
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and teacher improvement.
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. . . and might I add, not only should it facilitate student learning, but it should also help the teacher improve.
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instructors plan on grading student thinking and not just student knowledge
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In the "past," the emphasis was on grading student knowledge. Now we are looking at assessing student thinking, as well.
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it maintains the traditional gap between what the teacher knows and what the student knows
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This puts the teacher in a position of power . . . the authority figure . . . the sage on the stage.
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The Quest for Quality - Educational Leadership - 11 views
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Figure 2 (page 18) clarifies which assessment methods are most likely to produce accurate results for different learning targets.
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I have seen this chart from Stiggins work before and have found it to be quite useful. This reminds me of why we need to take the written portion to get an Iowa Driver's license, as well as taking Driver's Ed. or taking the Driving portion (of the test) to get a Driver's License. We need to know both the factual "stuff" (like what a STOP sign means), as well as the skill of being able to actually drive a vehicle.
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Moodle Tutorials ::: Educating Educators - 3 views
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This page contains a variety of Moodle tutorials that you can visit for assistance with Moodle.
YouTube - The Jing project- a free screen capture program. - 3 views
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The actual title of this is YouTube video is: "The Jing project- a free screen capture program." I'm very interested in this tool and plan on investigating it further. Thanks, Jason for bringing it to my attention.
online1: Iowa Online Course Standards - 10 views
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students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways.
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In science, we are always looking for ways to engage students in higher-order thinking skills. I'm sure it provides different challenges when you are teaching online.
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clear, complete course overview and syllabus
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Because you are not face-to-face (or if you are teaching a blended/hybrid course and have limited face-to-face interaction), you need to make sure your course overview and syllabus are clear and complete.
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online1: Iowa Online Teaching Standards - 43 views
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effective instructional strategies
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When I see "effective instructional strategies" I think of the Characteristics of Effective Instruction from the Iowa Core.
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connectivism
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Our Professional Learning Team at Heartland AEA is studying the idea of "connectivism" and how we might use connectivism in our work. I'm trying to wrap my brain around this whole idea of "connectivism."
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Peggy Christensen