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dsunderman

ollie-afe-2020summer: Article: Attributes from Effective Formative Assessment (CCSSO) - 3 views

moodlesw.aealearningonline.org/...view.php

shared by dsunderman on 11 Aug 20 - No Cached
  • Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback.
    • dsunderman
      dsunderman on 11 Aug 20
       
      Formative assessment is such an important part of instruction. I struggle more with being consistent with it when teaching reading.
  • informal observations and conversations
    • dsunderman
      dsunderman on 11 Aug 20
       
      These are crucial means of formative assessment for me and would be so hard in an online environment.
  • The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • dsunderman
      dsunderman on 11 Aug 20
       
      I struggle with how to consistently do this. I talk about our learning target during lessons but how do I get that in the hands of students. Being online where you could post it might make this part easier. Well written rubrics would also help.
  • ...16 more annotations...
  • Learning Progressions: Learning progressions should clearly articulate the sub-goals of the ultimate learning goal.
    • dsunderman
      dsunderman on 11 Aug 20
       
      How do you find the time to write a learning progression for every unit of study?
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • dsunderman
      dsunderman on 11 Aug 20
       
      I would love to see how some effectively teaching this. Every year this is a struggle, so much so that I just want to pull my hair out and give up!
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      I find it difficult to teach students to accept the assessment/constructive feedback given from peers and not take it personally. Some students hold back feedback to protect peers who are not open to help in this manner. It is definitely important to practice and provide lots of guidance for peer feedback.
  • Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
    • bushb13
      bushb13 on 17 Aug 20
       
      I know it is VERY important to provide descriptive and timely feedback. How do we do this when we have 150 (or more) students?
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      It is hard to give purposeful, descriptive feedback for all assignments students engage in. Online may make it easier to reach all depending on the time constraints or the number of students you have in classes.
  • Creating such a culture requires teachers to model these behaviors during interactions with students, to actively teach the classroom norms, and to build the students’ skills in constructive self- and peer-assessment.
    • bushb13
      bushb13 on 17 Aug 20
       
      It can be challenging to build a positive classroom culture when you are able to work with students face-to-face. I wonder what strategies virtual or online teachers use to facilitate this process...
  • They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • bushb13
      bushb13 on 17 Aug 20
       
      I love the idea of aligning the formative assessments with my identified sub-goals or sub-skills for an overall unit. I may not plan a formal learning progression for each big idea or concept, but I think this is a strategy I can implement in my lesson planning.
  • teachers must first identify and then communicate the instructional goal to students
    • bushb13
      bushb13 on 17 Aug 20
       
      I think this helps teachers and students. When you have to identify the learning targets or instructional goals of a lesson to the students, it requires you to take the time to determine the purpose or goal for each lesson, task, activity, etc. This helps you to determine if the lesson is really addressing the necessary learning targets.
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      I think this is needed but not always done by teachers. There is much lost when students do not know upfront what the goal of a lesson or unit is. Teachers need to inform students of the why every time they teach so they know the purpose of learning.
  • Increasing numbers of educators regard formative assessment as a way not only to improve student learning, but also to increase student scores on significant achievement examinations
    • jbuerman
      jbuerman on 20 Aug 20
       
      Formative assessment helps ensure that each student is doing the learning for themselves rather than relying on students around them to help with everything.
  • 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.
    • jbuerman
      jbuerman on 20 Aug 20
       
      Formative assessment definitely helps personalize learning - students that have not mastered the subject are more apt to ask for help to understand the material.
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      Formative assessment is essential for teachers to improve learning and fill in the gaps of students.
  • a process
    • jbuerman
      jbuerman on 20 Aug 20
       
      This is definitely a process to help students understand that the results should be informative to them and the teacher.
  • students will know whether they are successfully progressing
    • jbuerman
      jbuerman on 20 Aug 20
       
      Students take more ownership of their learning when they understand what the final goal is rather than just doing what the teacher says to do.
  • partners in learning
    • jbuerman
      jbuerman on 20 Aug 20
       
      This is great! Students can make huge progress in their learning when they understand that teachers are trying to help them learn!
  • These range from informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction.
    • dsunderman
      dsunderman on 22 Aug 20
       
      At the 4th grade level I feel informal observation is by far one of the most effective forms of formative assessment. We spend so much time with our students and have the opportunity to real get to know them as a learner and a person.
  • From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals
    • dsunderman
      dsunderman on 22 Aug 20
       
      This is a very valid point but when do you find the time to write a progression for every unit?
  • Specific, timely feedback should be based on the learning goal and criteria for success.
    • dsunderman
      dsunderman on 22 Aug 20
       
      I find specific and timely feedback especially when it comes to writing instruction very challenging. One of my goals this year to work with my grade level team to improve our rubrics for writing.
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • dsunderman
      dsunderman on 22 Aug 20
       
      I really struggle with teaching students how to give good peer feedback. I would love to find a well laid out plan for teaching this concept.
  • 5. Collaboration: A classroom culture in which teachers and students are partners in learning should be established.
    • dsunderman
      dsunderman on 22 Aug 20
       
      I feel this should be step 1. Without this best laid plans can mean nothing.
susanbrown87

ollie-afe-2020summer: Building a Better Mousetrap - 2 views

moodlesw.aealearningonline.org/...view.php

shared by susanbrown87 on 10 Aug 20 - No Cached
  • rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment.
    • jbuerman
      jbuerman on 10 Aug 20
       
      Rubrics are very helpful with student self-assessment. Students are able to clearly see what an instructor will be looking for while grading and can decide if they need to learn more or have enough.
    • erinlullmann
      erinlullmann on 15 Aug 20
       
      I agree! Hattie rates student self-reported grades as the top influence on student performance and achievement. Wow! If we could create well-written rubrics and use them effectively with students, imagine the growth that could occur!
  • we ought to illicit student input when constructing rubrics
    • jbuerman
      jbuerman on 10 Aug 20
       
      I could see this being true sometimes - or maybe even as a review afterwards. Students could be used to provide feedback and improve the rubric.
  • General rubrics can be applied to various assignments
    • jbuerman
      jbuerman on 10 Aug 20
       
      These are nice, so students can see consistency across the board for certain types of assignments
  • ...15 more annotations...
  • While many educators make a compelling argument for sharing rubrics with students, others worry that doing so will encourage formulaic writing.
    • jbuerman
      jbuerman on 10 Aug 20
       
      This is definitely an issue with rubrics. Once the criteria have been met - students stop working on the assignment and turn it in. I definitely like the idea of promoting creativity, application and going above and beyond to challenge students.
  • That is, does the rubric use the same critical vocabulary used in our instruction? Does the rubric encourage risk taking? Creativity? Self-expression?
    • joanmusich
      joanmusich on 11 Aug 20
       
      I really like these questions when you are creating a rubric. This may help with some of the drop in writing quality from good writers that follow the rubric.
  • Each score category should be defined using description of the work rather than judgments about the work.”
    • joanmusich
      joanmusich on 11 Aug 20
       
      I really like this. I think remembering to use descriptions not judgements will make it easier to write the descriptors in the rating scale.
  • give a dimension more weight by multiplying the point by a number greater than one.
    • joanmusich
      joanmusich on 11 Aug 20
       
      I like the idea of multiplying to increase the value of a section. You can still have the same scale for each dimension, but multiplying one will show that it is of more improtance or entails more work. Plus, this puts math to work and as a math teacher, that's a plus!
  • some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric.
    • joanmusich
      joanmusich on 11 Aug 20
       
      I found this very interesting. I have never realized that using a rubric could backfire. We must be very careful not to impede great work through a rubric.
    • susanbrown87
      susanbrown87 on 17 Aug 20
       
      I can see how students would only do the bare minimum for a rubric. That's why writing a good rubric is so important. There may need to be different categories depending on expectations and not the same rubric used for all writing.
  • The result is many students struggle blindly, especially non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internalize.
    • bushb13
      bushb13 on 12 Aug 20
       
      It is important to provide clear expectations in Rubrics or other assessment tools so ALL students have an understanding of the task.
    • susanbrown87
      susanbrown87 on 17 Aug 20
       
      It is very difficult to write an essay assessment for a professor when you have no idea what to include in the essay. When there are not clear expectations success is probable.
  • rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes
    • bushb13
      bushb13 on 12 Aug 20
       
      I do find that when I have determined rubrics can be used to assess certain tasks or projects the student work requires more higher-order thinking skills and I am changing the way I teach the content or facilitate the learning process.
  • the ISBE’s rubric rates each trait on separate six-point scales—as long as each point on the scale is well-defined.
    • bushb13
      bushb13 on 12 Aug 20
       
      I was surprised to read this point. It seems like six levels of performance would be excessive and result in really nit-picky differences between the levels. Most examples don't have this many performance levels...
  • Steps in developing a scoring rubric
    • bushb13
      bushb13 on 12 Aug 20
       
      This section of the article makes the development of an effective rubric seem like a daunting task. I don't think I have ever done all of these steps when using a rubric with my students. This is very useful info, but really makes me wonder how often rubrics are used properly in a classroom.
    • erinlullmann
      erinlullmann on 15 Aug 20
       
      I agree. This does seem like it would fit well with PLC work. I wish more of our teachers took the time to really evaluate their assessments and rubrics in this way. The conversations that would happen when following these steps would be very beneficial in bringing the team to a common understanding of expectations for student learning as well as expectations for student performance. But it always goes back to this - when do we have the time to do this?
    • erinlullmann
      erinlullmann on 15 Aug 20
       
      The key here is "well-designed" and I'm not sure the majority of educators know or understand how to create well-designed rubrics. Often times we call something a rubric that probably wouldn't meet the rubric definition we've learned about in this class. I also like that the author defines meaningfully as consistently and accurately. Those are two descriptors that would definitely be goals of mine when I'm trying to assess a complicated task or assignment such as an essay.
  • “Meaningfully” here means both consistently and accurately
  • When students are full partners in the assessment process, as Mary Jo Skillings and Robin Ferrel illustrate in their study on student-generated rubrics, they tend to “think more deeply about their learning.”
    • erinlullmann
      erinlullmann on 15 Aug 20
       
      Any time students can be part of the process leads them to feeling some level of ownership and that ownership will most likely motivate them to do their best. When students create the rubric and have a say in the assessment process, they would have to fully understand the concept and the expectations. That deeper level of understanding would hopefully cause them to do better on the assessment than if they didn't have a part in the process because they have internalized it and understand it at a deeper level.
  • Well-designed rubrics, though, should not do this
    • erinlullmann
      erinlullmann on 15 Aug 20
       
      I'm starting to second guess myself and my ability to create a well-designed rubric. I wish the article gave us an example of a well-designed rubric and a poorly designed rubric at each level of schooling. Those examples and non-examples would really help me understand more clearly the difference between rubrics that this article is referring to.
    • erinlullmann
      erinlullmann on 15 Aug 20
       
      I do like that at the end of the article there are specific tips for creating rubrics, but I really wish there were examples.
  • Is the assessment responsive to what we know about how [students] learn?” and “Does the assessment help students become the kinds of [citizens] we want them to be?”
    • susanbrown87
      susanbrown87 on 17 Aug 20
       
      I think this is important to ask, it may not help all students learn best using a rubric. Are we being cognizant of different learning styles? How often do we ask ourselves if the assessment we're using helps students become a better citizen?
  • Can different scorers consistently apply the rubric?
    • susanbrown87
      susanbrown87 on 17 Aug 20
       
      It will be interesting to see how we all compared with the rubric we made for the essay we assessed about the cities. Discussing grading with colleagues, there are many views and even with a rubric I think it would be hard to be consistent among different teachers.
joanmusich

ollie-afe-2020summer: Educational Leadership: The Quest for Quality--article - 0 views

moodlesw.aealearningonline.org/...view.php

Rubric

shared by joanmusich on 03 Aug 20 - No Cached
  • This key ensures that the assessor has translated the learning targets into assessments that will yield accurate results
    • jbuerman
      jbuerman on 03 Aug 20
       
      Multiple questions to ensure the learning target has been met. Should not be distracting questions that are not focused on the learning target.
  • noise distractions
    • jbuerman
      jbuerman on 03 Aug 20
       
      This makes me wonder about students that may be taking tests at home this year - do they have a quiet space for this?
  • teachers need to write learning targets in terms that students will understand
    • jbuerman
      jbuerman on 03 Aug 20
       
      Learning targets should be simple statements and not the big standard - for example, the state standard. Also parent friendly language through grading programs
    • joanmusich
      joanmusich on 05 Aug 20
       
      I totally agree! Some standards, I do not even understand what it is saying. How would we expect kids to get it? And if they cannot understand the first thing given to them for a new unit, they may be immediately turned off.
  • ...5 more annotations...
  • The classroom is also a practical location to give students multiple opportunities to demonstrate what they know and can do, adding to the accuracy of the information available from that level of assessment.
    • jbuerman
      jbuerman on 03 Aug 20
       
      The 'classroom' will be broadened a bit this year - I will have to be taking notes and recording online conversations to ensure I am assessing properly what a student knows.
    • joanmusich
      joanmusich on 05 Aug 20
       
      Up above it talks about "Who is the decision maker?" This statement really says that the teacher need to be involved with all decisions. It is very difficult for others to look at a test score and just make a decision when they may not even know the student.
  • instructional hours sacrificed
    • joanmusich
      joanmusich on 05 Aug 20
       
      And what about students just getting tired of testing. We try to assess their classwork and lessons. Then, there are multiple standardizes tests we make them take - in multiple classes. They get tired of testing!
  • by explaining why you think that will happen."
    • joanmusich
      joanmusich on 05 Aug 20
       
      Is this part of a check-in along the way? Or does the assessor have students go back and make adjustments? If not, will students take the time to look back at it?
  • Because classroom teachers can effectively use all available assessment methods, including the more labor-intensive methods of performance assessment and personal communication, they can provide information about student progress not typically available from student information systems or standardized test results.
    • joanmusich
      joanmusich on 11 Aug 20
       
      A teacher really needs to "see" the work of students. Just looking at scores that were automatically scored does not give a teacher the whole picture.
  • In such an intentionally designed and comprehensive system, a wealth of data emerges.
    • joanmusich
      joanmusich on 05 Aug 20
       
      It is very important that an assessment is intentionally designed. If things are just thrown together, there may be data, but the data may not be reliable or worthwhile.
dsunderman

ollie-afe-2020summer: Building a Better Mousetrap - 0 views

moodlesw.aealearningonline.org/...view.php

shared by dsunderman on 10 Aug 20 - No Cached
  • In short, well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education.
    • dsunderman
      dsunderman on 10 Aug 20
       
      I agree that well written rubrics can make grading much easier. If this is the short version of this statement, I would had to see the long version :)
  • However, given their association with standardized assessment and the dangers of those that are poorly designed, rubrics are not without their critics
    • dsunderman
      dsunderman on 10 Aug 20
       
      My grade level tries to use rubrics to grade writing assignments. I know we need to work on these as they do not really make grading easier, i'm thinking they fall into the poorly designed category.
  • Rubrics can be used either for “filtering”—as they are used in placement testing—or for “latticing,” or “scaffolding”—if they are shared with students prior to the completion of any given assignment.
    • dsunderman
      dsunderman on 10 Aug 20
       
      I try to use rubrics for scaffolding. I share them with my students at the beginning of the assignment. I struggle with making sure we look at them throughout, so that they are truly useful.
  • ...2 more annotations...
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric. Dona Patrick, an elementary school teacher noticed that while her sixth grade students did well on their state writing test, those students who had been natural writers, those students who had “stylistic voices full of humor and surprises, produced less interesting essays when they followed the rules [as outlined in a rubric]” (Mathews).
    • dsunderman
      dsunderman on 10 Aug 20
       
      I can see this happening. We you look at the works of published authors (for me I am thinking of kids books) they often don't follow the mechanics of writing that we force kids to use.
  • An instructor can measure student learning by referring to detailed, specific descriptions of the trait as it manifests itself at different levels. For example, a trait like “support” might be described at the higher end of the rating scale as “extensive, reliable, and well-documented support” while at the lower end it might be described as “unconnected or irrelevant support.”
    • dsunderman
      dsunderman on 10 Aug 20
       
      As a teacher I struggle to know for sure what I am looking for with these "detailed" description. I feel students would also struggle.
susanbrown87

ollie-afe-2020summer: Educational Leadership: The Quest for Quality--article - 4 views

moodlesw.aealearningonline.org/...view.php

shared by susanbrown87 on 02 Aug 20 - No Cached
  • We're betting that the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores.
    • dsunderman
      dsunderman on 02 Aug 20
       
      As an elementary teacher, I spend. so much time with my learners that I feel I can pretty accurately predict the outcome of the assessment. So the loss of instructional time is very frustrating. I know that middle school and high school teachers do not get as much time with their learners, so maybe this is not as true for them.
    • erinlullmann
      erinlullmann on 06 Aug 20
       
      This is a common concern for the majority of our elementary teachers as well. We have to have 5 data points (assessments) for every standard we are reporting out, in every subject area, per quarter. We feel like all we do is assess and we don't have enough time to actually teach what we need to be teaching in between assessments.
  • Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing.
    • dsunderman
      dsunderman on 02 Aug 20
       
      When do teachers have time to create a plan like this for each assessment? Our math series has something similar already laid out, but I won't lie I don't always have or take the time to look at it.
  • avoid providing clues or making the correct answer obvious, and highlight crucial words (for instance, most, least, except, not).
    • dsunderman
      dsunderman on 02 Aug 20
       
      I struggle when writing multiple choice with not making the write answer obvious. I had not thought to highlight key directional words. I talk to my class about reading carefully and how one little word can change the question but I like the idea of highlight those words.
  • ...15 more annotations...
  • Are results communicated in time to inform the intended decisions? Will the users of the results understand them and see the connection to learning? Do the results provide clear direction for what to do next?
    • dsunderman
      dsunderman on 02 Aug 20
       
      This was a struggle when we suddenly went online in the spring. My students were so use to face to face feedback that I really struggled getting them to look at the feedback through Schoology. I plan to teach that skill right away this fall.
  • Because classroom teachers can effectively use all available assessment methods, including the more labor-intensive methods of performance assessment and personal communication, they can provide information about student progress not typically available from student information systems or standardized test results
    • dsunderman
      dsunderman on 02 Aug 20
       
      So true and ofter forgotten or overlooked.
  • a
  • The four categories of learning targets
    • bushb13
      bushb13 on 05 Aug 20
       
      We are required to post content and language targets each day. I really like how this puts learning targets in four categories and provides examples. This information would make it helpful when determining and writing the targets for each class period.
    • erinlullmann
      erinlullmann on 06 Aug 20
       
      I agree. In addition, I think it would be helpful to look at the standard from the Iowa Core that we are trying to instruct or assess. The wording of the standard should help indicate which type of learning target it should be and therefore we need to make sure to teach and assess it accordingly. Often times, teachers will slightly tweak the wording in a standard to change it from a performance skill to a knowledge target.
  • Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
    • bushb13
      bushb13 on 05 Aug 20
       
      I know how important specific and descriptive feedback is for students to understand their mistakes and move forward. I use various forms of formative assessment, but struggle to be timely when the feedback must be very specific. In face-to-face classes, this can be done quickly. How can I be efficient with providing constructive feedback in an online course?
  • Figure 2 clarifies which assessment methods are most likely to produce accurate results for different learning targets.
    • bushb13
      bushb13 on 05 Aug 20
       
      Figure 2 provides an efficient and helpful way to determine which type of assessment method is best for various types of learning targets. It would also be helpful for ensuring that you use various types of assessment methods on your classes.
    • erinlullmann
      erinlullmann on 06 Aug 20
       
      I love this table. It clearly outlines the purpose for learning/type of learning target and aligns the assessment methods. I think this would be extremely beneficial to teachers who are in the process of writing assessments.
  • assessment-literate teachers would not Use a reading score from a state accountability test as a diagnostic instrument for reading group placement.
    • bushb13
      bushb13 on 05 Aug 20
       
      In my school district, a student's ELA score on the Iowa Statewide Assessment of Student Progress (ISASP) is used to determine if a student is placed in an LA Support class. In a previous section, the article states that standardized test scores can serve functions related to student placement and selection. Does this mean it is okay to use standardized test scores to determine placement or that it isn't appropriate?
    • erinlullmann
      erinlullmann on 06 Aug 20
       
      I think you brought up a great point. We also use FAST and ISASP to determine placement in courses. However, when I read the bulleted statement that you highlighted, I interpreted it differently than course placement. In my mind, this was referring to a teacher using something like FAST CBM-Reading results (like a words per minute score) to determine placement in a small reading group during classtime. The FAST assessment is meant to screen students for possible reading difficulties. It is not meant to be used as a diagnostic assessment, which would be an assessment that could pinpoint specific gaps in the students knowledge. In reading this could be a decoding issue, a letter-sound correspondence issue, a phonemic awareness issue, etc. When making small reading groups, we would need to take into account much more information than simply words per minute from the FAST assessment to determine strengths and needs of a student.
  • assessment literate—to know what constitutes appropriate and inappropriate uses of assessment results
    • erinlullmann
      erinlullmann on 06 Aug 20
       
      I believe that in my district, especially at the elementary level, we have the need to increase our assessment literacy. As an instruction coach, I am considering including this topic in professional development sessions in the future. Does anyone have suggestions for books, videos, speakers, or resources that would be beneficial for this task?
  • Students learn best when they monitor and take responsibility for their own learning.
    • erinlullmann
      erinlullmann on 06 Aug 20
       
      John Hattie's meta-analysis found that students self-reported their grades had an effect size of 1.33. This means that by self-reporting grades a student can more than triple the amount of learning in one year's time. When students truly understand what is expected of them, what success looks like, and they have tools to help them determine where they are at in the learning progression, they are more motivated and engaged in learning and therefore will learn more and achieve at higher levels. Knowing that though (and I'm coming from an elementary background) - how can we build this into our classrooms? What does this look like for kindergartners?
  • teachers must provide the results in a way that helps students move forward.
  • Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
    • susanbrown87
      susanbrown87 on 07 Aug 20
       
      I think this step gets missed sometimes due to time constraints in the classroom when face to face. This is something I need to improve on, without it the assessment is essentially worthless. Online this spring I was able to give more specific feedback to all as they competed assignments.
  • We're betting that the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores.
    • susanbrown87
      susanbrown87 on 07 Aug 20
       
      A few years ago we found ourselves testing 4 times a year and in some subjects 7 times a year. It felt like all we did was test and teachers were not using the results to drive instruction so the time was wasted. Whenever assessments are given the results are only worth the time if incorporated into instruction. The more we tested we found the students putting forth less effort and we didn't feel like the assessments were accurate representations of ability.
  • Students learn best when they monitor and take responsibility for their own learning.
    • susanbrown87
      susanbrown87 on 07 Aug 20
       
      I agree with you, students learn more when they take responsibility for their learning. Any ideas on how to motivate them to do this? There are a few that jump up to the plate, its hard to get all to see the benefit.
  • assessment-literate teachers would not Use a reading score from a state accountability test as a diagnostic instrument for reading group placement.
    • susanbrown87
      susanbrown87 on 07 Aug 20
       
      In addition to the FAST score our district also looked at results from the NWEA test that was taken 3 times a year to plan interventions and group students.
  • Because classroom teachers can effectively use all available assessment methods, including the more labor-intensive methods of performance assessment and personal communication, they can provide information about student progress not typically available from student information systems or standardized test results
    • susanbrown87
      susanbrown87 on 07 Aug 20
       
      Often stakeholders do not see this. I wonder if going standards based would be beneficial to allow everyone to see the progress and success rather than just a number. This makes communication so important.
Evan Abbey

ollie-afe-2020: Educational Leadership: The Quest for Quality--article - 7 views

moodlesw.aealearningonline.org/...view.php

shared by Evan Abbey on 30 Mar 20 - No Cached
  • The assessor must begin with a clear picture of why he or she is conducting the assessment.
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      I feel like sometimes we get caught up on we have to assess our students on all topics. One nice thing about mastery in certain topics is with math, math concepts keep coming up in chapter 1 then in chapter 3.
  • The assessor needs to have a clear picture of what achievement he or she intends to measure.
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      This also goes with the why am I assessing on this.
    • jnewmanfd
      jnewmanfd on 02 Apr 20
       
      I'm not sure that this works for science classes. In these classes, students are to be figuring out. They are not supposed to know what they are learning about until they have discovered it. I thinking that making the assessment clear at the beginning would ruin this. Now I will say that you could be clear on how students will be assessed. For example, you will have to support your claims using reasoning and evidence.
    • jessed44
      jessed44 on 07 Apr 20
       
      I often wonder where this argument fits with discovery learning, and other forms of self-directed methods. Are we constraining ourselves too much here?
  • "I can make good inferences.
  • ...51 more annotations...
  • "I can make good inferences.
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      Student-friendly language has been a huge part of our school district. Especially when dealing with many ELL and Sp.Ed students. Also, referring to the learning target multiple times throughout the lesson. One thing I could do in my class is to put the learning target on my quizzes.
    • nkrager
      nkrager on 30 Mar 20
       
      I could also do this more/better. It does get challenging when you teach multiple classes if you want them posted on your board etc.
    • kshadlow
      kshadlow on 01 Apr 20
       
      I agree. I started adding hyperlinks to vocabulary.com for any words I thought they might struggle with.
  • identify struggling students and the areas in which they struggle.
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      This is a huge part for me in my teaching. I use our three question quizzes to allow myself to better understand misconceptions that I have over seen and to see what I need to do to better my students.
    • ravelinga
      ravelinga on 01 Apr 20
       
      Agree! In my economics class I do periodic checkpoint quizzes. These formative assessments have two purposes. One to check how well my students are understanding the content. And secondly, how well am I teaching the material. Sometimes the students are not getting the content, because my teaching was ineffective.
  • As a "big picture" beginning point in planning for the use of multiple measures, assessors need to consider each assessment level in light of four key questions, along with their formative and summative applications1 :
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      These four points are things that we do everyday. Understanding what I need to do for students, understanding what the information will tell me and where do I go next.
  • But NCLB has exposed students to an unprecedented overflow of testing.
    • Val Rosenthal
      Val Rosenthal on 30 Mar 20
       
      too many tests; students get anxiety when taking a test
    • Evan Abbey
      Evan Abbey on 01 Apr 20
       
      I agree! Testing not only causes anxiety, but it can give students the wrong impression of their abilities.
    • parkerv
      parkerv on 03 Apr 20
       
      Unfortunately over testing takes away from quality instructional time and student learning. What's really sad but all too true is that we are seeing over testing being pushed down on even our youngest learners, our 3 and 4 year old preschoolers.
    • tkofoot
      tkofoot on 05 Apr 20
       
      The concern of all my Special Ed students is testing. I teach them test-taking strategies, but they get to a test and can't use them.
    • jessed44
      jessed44 on 07 Apr 20
       
      I don't think the act of retrieving information is bad, in fact, research says it is good. It is the importance and finality that is often attached to it that can be detrimental.
  • the use of multiple measures does not, by itself, translate into high-quality evidence.
    • Val Rosenthal
      Val Rosenthal on 30 Mar 20
       
      more tests doesn't necessarily produce good results
  • Students learn best when they monitor and take responsibility for their own learning.
    • Val Rosenthal
      Val Rosenthal on 30 Mar 20
       
      Education has to make this happen more. I'd like to find a good way for them to monitor their learning.
    • nkrager
      nkrager on 30 Mar 20
       
      Yes, agreed! We know that this true but we need to help build this in our students. The internal motivation is hard to build!
    • leipoldc
      leipoldc on 07 Apr 20
       
      Taking responsibility is the key to learning. The best years to help students understand and take responsibility is middle school. They want to be in charge and they need support to do it well.
  • assessment-literate teachers
    • Val Rosenthal
      Val Rosenthal on 30 Mar 20
       
      I really don't seem to have a good background on assessment and would like to be assessment-literate.
  • Clear Purpose
    • nkrager
      nkrager on 30 Mar 20
       
      The purpose is so important! I feel like sometimes we test just to test...and then send the results off to someone else. The kids need to understand the purpose as internal motivation is not always there.
    • kshadlow
      kshadlow on 01 Apr 20
       
      So important! I think about myself and the hoops we need to jump through in our lives without understanding the purpose. That purpose definitely leads to motivation.
    • jhatcher
      jhatcher on 03 Apr 20
       
      The purpose has to be tied to helping the students discover information about himself. How to improve? What has been learned? Then move forward.
  • Teachers have choices in the assessment methods they use, including selected-response formats, extended written response, performance assessment, and personal communication. Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results.
    • nkrager
      nkrager on 30 Mar 20
       
      All teachers know that they have choice in the types of assessments to give students but I wonder if we all really think through what type we are giving every time. Do we just give what we did last year? Do we give what is easiest? The fastest to grade? Things to think about...
  • This key relates directly back to the purpose of the assessment.
    • nkrager
      nkrager on 30 Mar 20
       
      Feedback can be challenging as we all know. I tend to get frustrated when I have taken the time to provide detailed feedback and the students could care less about it, they just want to know a grade and move on.
    • kshadlow
      kshadlow on 01 Apr 20
       
      so true...
  • From a formative point of view, decision makers at the classroom assessment level need evidence of where students are on the learning continuum toward each standard,
    • nkrager
      nkrager on 30 Mar 20
       
      This would go along with students taking ownership for their own learning....we would WANT them to want to know where they are at for individual purposes!
    • ravelinga
      ravelinga on 01 Apr 20
       
      Most of my formative assessments have been multiple choice or short answer quizzes. After learning more about rubrics, I would like to start using rubrics in two ways for formative assessments. One the students will do a self assessment on where they feel they are at. Then a teacher to student-conference with the rubric to see where they are at. With the end goal of making the assessment portion less stressful for my students, because they know where they are at.
    • nkrager
      nkrager on 02 Apr 20
       
      ^^^ Love this idea! I hope I can get there also with some projects!
    • jhatcher
      jhatcher on 03 Apr 20
       
      I was thinking the same thing about rubrics that you wrote here. Students would hopefully see themselves moving on the rubric as they improve their skills /learn. This should be motivating and students would know exactly what is expected.
  • not only are they limited in key formative uses, but they also cannot measure more complex learning targets at the heart of instruction.
    • nkrager
      nkrager on 30 Mar 20
       
      which leads to frustration...
  • Given the rise in testing, especially in light of a heightened focus on using multiple measures
    • lwinter14
      lwinter14 on 31 Mar 20
       
      Although I would say this is definitely still true in the courses we teach (we still emphasize bigger, summative assessments), I think we have changed how we view student progress. Our summative assessments aren't all tests, some of them are projects or performance assessments. Those assessments are also no longer considered "one-and-done" opportunities. Students can retake assessments or make corrections, etc. to show progress in their learning even if they didn't get it right the first time. It's less focused on the final grade and instead, assessing what students have learned.
    • jessed44
      jessed44 on 07 Apr 20
       
      This is great. However, when juxtaposed with having 200 students like I do, it is not always feasible to have numerous projects and reassessments. How do we change the change the way that teachers spend their day so this is possible?
  • the assessment formatively—as practice or to inform students about their own progress
    • lwinter14
      lwinter14 on 31 Mar 20
       
      I find this distinction between summative and formative assessment interesting. In our freshman group of teachers, we have a category for both formative and summative assessment. Formative is weighted at 20% and summative is weighted at 80%. So although in my courses we were taught not to grade formatives, we still assign a score to it and put it into the gradebook. Also, if formatives weren't graded, I wonder how much of them would actually be completed by students?
    • ravelinga
      ravelinga on 01 Apr 20
       
      This has been a goal of mine this year, to use formative assessments to help make instructional decisions in my class. It has been a work in progress, but I have seen some success. I use the information from the formative assessment to decide is it a small group that needs reteaching or is it an entire class that needs reteaching. I don't normally grade my formative assessments, but I go give them completion points. For the most part if a student sees they are not getting something, they appreciate the reteaching opportunity.
    • parkerv
      parkerv on 03 Apr 20
       
      Too often I see teachers not fully use the formative assessment data they have to intentionally inform instruction. If done properly formative assessment is very powerful. I also like the idea of giving participation points for formative assessments.
    • tkofoot
      tkofoot on 05 Apr 20
       
      Some teachers give 0% for formative assessments at my school. The Science department has figured out a way to have labs count as a way to assess a standard. I think practice is important and should have some weight.
  • it's important to know the learning targets represented in the written curriculum.
    • lwinter14
      lwinter14 on 31 Mar 20
       
      My school has increased its emphasis on learning targets this year. We are all using a 5D+ template to write unit plans and the learning targets are similarly broken down into knowledge targets, academic targets (transferable skills), and performance targets. I think that writing unit plans and sitting down and thinking about the individual types of targets has really strengthened the types of instruction teachers are carrying out in their classrooms. They are more familiar with the targets they want students to meet, and in turn, students are also more familiar with what's expected of them.
    • kshadlow
      kshadlow on 01 Apr 20
       
      I like the specific targets here. I guess I have been generalizing them for awhile. My plans would be better defined for myself and students if I focused on them more.
    • jnewmanfd
      jnewmanfd on 04 Apr 20
       
      Our middle school is beginning this work as well. We are trying to get a system wide learning plan template developed and going. Our goal is to help all teachers fully understand their learning targets and how they relate to student understanding. I know that all teachers look at them, but I'm not sure how many break them down to fully understand them and what students outcomes should be.
  • highlight crucial words (for instance, most, least, except, not).
    • lwinter14
      lwinter14 on 31 Mar 20
       
      I also do this on other assessment types such as short answer. I've gotten into the habit of bolding things that I want to make sure students don't forget to do. For example, they may be required to answer a question but then they need to follow that with explanation or justification. I often bold the second half so that they don't forget to include the explanation, which often highlights their thinking, which can be more important than the first half of the answer.
    • jhatcher
      jhatcher on 03 Apr 20
       
      I do this too. I find this is very helpful for kids. Sometimes in rubrics when going through them, I'll have kids underline or circle key words instead just to force their attention a bit. It does help.
  • it is not capable of informing the student about the next steps in learning.
    • lwinter14
      lwinter14 on 31 Mar 20
       
      It is SO important that our feedback is more than a score or letter grade if we want to emphasize progress and the ability to improve for our students.
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      Agreed! And if the targets are clear and communicated to students, they should know what steps they need to take to grow! It shouldn't be a mystery!
    • maryhumke
      maryhumke on 14 Apr 20
       
      "Do the results provide clear direction for what to do next?"
  • The purpose is to inform others—policymakers, program planners, supervisors, teachers, parents, and the students themselves—about the overall level of students' performance.
    • kshadlow
      kshadlow on 01 Apr 20
       
      Wouldn't that be interesting if the "we" mentioned here were all actually on the same page, wanting and assessing the same things. A common purpose. Nothing like focusing on the negative here, but all of these people are being informed in different ways and gathering different data for a different endpoint.
    • benrobison
      benrobison on 04 Apr 20
       
      The piece of policymakers is the most frustrating to me (and most likely all educators). I have always struggled with the notion that the people making the majority of decisions are not the ones in the trenches, nor do they have the background to make those. I have been pleased with the direction PLC work has gone as of late; I think this gives more valid work to inform decision making on part of the teachers.
  • Do the results provide clear direction for what to do next?
    • kshadlow
      kshadlow on 01 Apr 20
       
      Sometimes an assessment is just an end. Information is used in the next unit, but the assessment doesn't always tell the student they are ready for what is coming next.
    • anonymous
      anonymous on 03 Apr 20
       
      Yes, and it makes me wonder why so many of us provide copious amounts of feedback on summative assessments when students do not have the opportunity to do anything with the learning and provide less feedback on formative assessments along the way when students could actually do something with that feedback.
    • benrobison
      benrobison on 04 Apr 20
       
      In the SBG system we use, which seems to evolve constantly, we don't really every get to a summative assessment. Kids are (supposed to be) constantly re-learning and re-assessing. Their results on assessment give the kids, and the teacher for that matter, a path on how to proceed.
    • leipoldc
      leipoldc on 07 Apr 20
       
      Our students are allowed to re-take summative assessments, so notes and conversations can assist in their learning (I guess they are not really summative then are they?)
  • Using data from these assessments, schools now make decisions about individual students, groups of students, instructional programs, resource allocation, and more.
    • kshadlow
      kshadlow on 01 Apr 20
       
      How much money and time was spent in areas unnecessarily? Data is no good if it is tainted. I am glad we have moved farther away from the traditional state testing.
  • better instructional decisions and improved high-stakes test scores.
    • aripperger
      aripperger on 01 Apr 20
       
      I see some teachers more hopeful that ISASP, with its better alignment to state standards, will be a truer indicator of success. Other teachers, however, are still so jaded toward standardized testing.
    • jhatcher
      jhatcher on 03 Apr 20
       
      Good point! ISASP should be a better indicator of student achievement.Some of the best indicators are teacher formative and summative tests. These are still the most useful for teachers.
  • four categories of learning targets
    • aripperger
      aripperger on 01 Apr 20
       
      This is a helpful breakdown of learning targets for me. In a core discipline area like history, it's easy to forget about performance skill and product targets. But there are definitely areas where these type of learning targets are present, and knowing those areas can help me decide how best to assess.
  • erode accurate results
    • aripperger
      aripperger on 01 Apr 20
       
      Easy to forget about bias! So many other things take our time and attention when we write tests, that it's easy to forget about spelling, formatting mistakes, and other unintentional things that give students a clue as to the right answer in ways that don't truly test mastery of content.
  • Annual state and local district standardized tests serve annual accountability purposes, provide comparable data, and serve functions related to student placement and selection, guidance, progress monitoring, and program evaluation
    • aripperger
      aripperger on 01 Apr 20
       
      One of our school's frustrations with the new ISASP format is that no itemization or further guidance is provided at the building/district level as to how our students performed on specific components of the test. Perhaps this will change, or maybe we're missing it, but it's difficult to program evaluate without this breakdown.
  • will be capable of informing sound decisions.
    • jnewmanfd
      jnewmanfd on 02 Apr 20
       
      I think this is an important thing to think about. How often do we really use assessments to make changes in our instruction. When I was a student I was thankful for tests. I could cram the material into my head and once the test was over, I could forget it and move on; clearing the way for new information. As a teacher, I realize that isn't the intent, but I wonder how often we still get caught up the type of thinking. Are we assessing so we feel better about moving on or are we assessing so we can make course corrections to support student learning and understanding?
  • Teachers should design the assessment so students can use the results to self-assess and set goals.
    • anonymous
      anonymous on 03 Apr 20
       
      This reminds me of self-reported grading. Hattie says self-reported grading has an effect size of 1.33 but it seems that it is rare for teachers to actually use it.
  • all available assessment methods
    • anonymous
      anonymous on 03 Apr 20
       
      This article focused solely on formal assessment, but I also think it is important to discuss the role and value of informal assessment opportunities and how powerful immediate feedback based on informal assessment can be in a F2F setting.
  • enable them to immediately take action
    • anonymous
      anonymous on 03 Apr 20
       
      One of the easiest ways to ensure that students respond to feedback is to design opportunities that require them to engage with the feedback and do something with the feedback, but this is frequently dismissed due to the quantity of standards and learning required of students at each grade level. Many teachers feel like they need to prioritize "covering" all the standards over students truly engaging in their learning.
  • Are results communicated in time to inform the intended decisions
    • jhatcher
      jhatcher on 03 Apr 20
       
      I have 140 students so it can take a while to get results back to them. I know the quicker I can get the results back in their hands, the more they care about their score and the assessment. They are more likely to want to fix mistakes and learn from it. If I take too long it has a negative impact on motivation. We have to correct quickly but correctly.
  • affect individuals and groups of students on the basis of a single measure is part of our past and current practice.
    • mkanost
      mkanost on 03 Apr 20
       
      This is detrimental to English Learners-Kanost
  • assessments
    • mkanost
      mkanost on 03 Apr 20
       
      Using data from multiple assessments can help determine where exactly a student is at in their learning. Kanost
  • cultural insensitivity.
    • mkanost
      mkanost on 03 Apr 20
       
      This can really hurt our students with that lack background knowledge obtained in white, christian, middle class society. Kanost
  • clear and understandable to everyone, including students
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      It is especially important that students know what the intended learning is! Unfortunately, too many students think grades are given to them by their teacher instead of earned by their work. When they don't know what is being assessed, this adds to that narrative.
    • tkofoot
      tkofoot on 05 Apr 20
       
      This is where it is important to have a clear rubric with student language. Students, even learning adults, need to have guidance on why they are learning so they can be assessed accurately.
  • Reasoning targets
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      This is an area I feel like we don't capture as much as we should as teachers. It's the process over product idea!
  • appropriate balance of points in relation to the importance of each target
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      I'm glad to see a number of items for each target instead of just one or two in order to get a better understanding of the learning.
  • Figure 2 clarifies which assessment methods are most likely to produce accurate results for different learning targets.
    • parkerv
      parkerv on 03 Apr 20
       
      This chart is really helpful, I will refer back to it often. I like that it gives some of the rationale for saying it is a good match or not.
  • Specific, descriptive feedback
    • parkerv
      parkerv on 03 Apr 20
       
      This is so important. Feedback that is too general, not clear and/or not descriptive enough to lead to concrete actions on the students part limit their effectiveness as an instructional tool.
    • leipoldc
      leipoldc on 07 Apr 20
       
      I agree. Providing complete and clear feedback in language the student can comprehend is key to helping them move forward.
  • Inherent in its design is the need for all assessors and users of assessment results to be assessment literate—to know what constitutes appropriate and inappropriate uses of assessment results—thereby reducing the risk of applying data to decisions for which they aren't suited.
    • parkerv
      parkerv on 03 Apr 20
       
      The term assessment literate is a great term. Often is seems teachers don't get all the information they could from an assessment because they haven't sufficiently thought through this question. And then sometimes they are used to make decisions in inappropriate ways.
  • For each assessment, regardless of purpose, the assessor should organize the learning targets represented in the assessment into a written test plan that matches the learning targets represented in the curriculum.
    • jnewmanfd
      jnewmanfd on 04 Apr 20
       
      This is something that I have been improving on and is not something I knew about when I first started teaching. I actually used to think that a good test was a simple repeat of information that I told the students during the unit. I wrote tests over the "facts" that I taught them. Wow, have I learned a lot. Now in my PLC we take the time to organize the learning targets and make sure that our assessments match the learning targets in our curriculum.
  • The classroom is also a practical location to give students multiple opportunities to demonstrate what they know and can do, adding to the accuracy of the information available from that level of assessment.
    • jnewmanfd
      jnewmanfd on 04 Apr 20
       
      My administrator and I were just talking about something similar. We are trying to work on grading practices in our building. We both agree that students need multiple opportunities to show what they know and that assessments shouldn't be viewed as a one a done item that is checked off. We even got into the idea if a student is assessed once and gets a 58%, a second time and gets a 78% and third time and gets a 98% do you average all those scores, or do you think to yourself, "It took them three times but they finally go it, let's celebrate, here's your A"?
  • If we don't begin with clear statements of the intended learning
    • benrobison
      benrobison on 04 Apr 20
       
      In our district, there has been a major focus on writing clear, concise learning targets as "I CAN" statements to introduce learning. These are posted throughout the lesson, and are written out on the assessment for our kids. In my own teaching, it has really focused my attention to the task at hand, and I've eliminated a lot of the fluff I had in there previously. I'm only assessing the things I want them to learn/do...not the extra stuff that just kind of happened.
  • Performance skill targets, which ask students to use knowledge to perform or demonstrate a specific skill
    • benrobison
      benrobison on 04 Apr 20
       
      This is 75% of grading in PhysEd (well, at least our PhysEd program). We have gone away from sport-ed, and moved to almost completely fitness-based education. We grade on heart rate data, specifically time spent in the Target Heart Rate Zone. Our goal is to make competent movers to enhance health beyond the school setting.
  • they involve where and how teachers can improve instruction—next year
    • benrobison
      benrobison on 04 Apr 20
       
      This has been tough to do when results from assessments don't come back to us in a timely matter. Side note: Not that PhysEd is targeted area, but I'm so glad Iowa isn't a high-stakes testing state. I cannot imagine having that pressure on top of balancing all of the other things asked of us. I cannot imagine teacher morale being high.
    • leipoldc
      leipoldc on 07 Apr 20
       
      I agree - it is so tough to improve instruction - next time when the data arrives after instruction has begun. This makes the need for multiple types of assessment an vital part of the educational setting.
  • quality and balance
    • tkofoot
      tkofoot on 05 Apr 20
       
      What does quality and balance look like compared to the instruction?
  • through the use of clear curriculum maps for each standard
    • leipoldc
      leipoldc on 07 Apr 20
       
      The curriculum map needs to ensure standards are addressed at multiple grades levels. If standards are missed at a level, this needs to be communicated so we dont create gaps in our kids' learning. Gaps make for students who are insecure in their understanding and hesitant to try new ideas. :(
  • The assessor must begin with a clear picture of why he or she is conducting the assessment.
    • jessed44
      jessed44 on 07 Apr 20
       
      Teachers and students are both culpable in this 'teaching to the test' mode. My students will often ask if something is on the test, and if not, they show less attentiveness. And I think there may be some implicit pressure on teachers to emphasize the assessments we are to give. It really is sad.
  • e assessor must begin with a clear picture of why he or she is conducting the assessment. Who will use the results to inform what decisions? The assessor might use the assessment formatively
    • maryhumke
      maryhumke on 14 Apr 20
       
      In a data driven world, which I totally agree with, the data is only valid if the reason for the data is clear and understood.
  • Do the results provide clear direction for what to do next?
    • maryhumke
      maryhumke on 14 Apr 20
       
      This must be the purpose for data. What direction will come from the results? Otherwise, it becomes busy work.
  • At the level of annual state/district standardized assessments, they involve where and how teachers can improve instruction—next year.
    • maryhumke
      maryhumke on 14 Apr 20
       
      Intersting it is not the same the same sampling of students.
  • Inherent in its design is the need for all assessors and users of assessment results to be assessment literate—to know what constitutes appropriate and inappropriate uses of assessment results—thereby reducing the risk of applying data to decisions for which they aren't suited.
    • maryhumke
      maryhumke on 14 Apr 20
       
      I think too often we are told what data to take but do not know why and don't have a genuine investment in the collection. How many teachers have been involved in taking data from an IEP goal and have no idea what the actual goal says.
  • No Child Left Behind (NCLB)
ravelinga

DocsTeach - 1 views

www.docsteach.org

moodle_iowa

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ravelinga

Edpuzzle - 2 views

edpuzzle.com

moodle_iowa

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  • dsunderman on 16 Jun 20
     
    I want to look into this tool to make videos more interactive.
  • bhauswirth on 24 Jun 20
     
    Love this site!
Val Rosenthal

Edpuzzle - 3 views

edpuzzle.com/home

moodle_iowa

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  • Val Rosenthal on 29 Jun 20
     
    Insert questions within a video to help keep students engaged
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