Examples of Formative Assessment



                                      Due on the blog by Wednesday, January 23 (if possible).

This is a reflection of the formative assessment that the 8th grade language arts teachers gave our students as an indicator to tell us what literary techniques the student understood from our unit on literary techniques.  The inclusion specialist created a graphic organizer.  The graphic organizer consisted of four parts, which was used to identify various literary techniques from a story they were given along with a description of the impact the technique had on the story.  After they completed the organizer we also gave the students time to self-reflect on their answers and discuss the information with partners.  From there we had a whole class discussion so that they could identify most of the ideas presented in the story. From this information the students were then able to use the gathered material as a study guide to use for the summative assessment.  Overall we thought this activity was very effective in allowing us to gather information regarding the students knowledge of the material.
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4 comments:

  1. 7th grade teachers already do many of the Before, During and After strategies. I am not being cocky; we started many of them last year when we started Reading Workshop. Some of them were part of the program, others we made ourselves. I have a new one that I did recently with Historical Fiction. Students are grouped using Lexile levels and given group books based on these. I had students use the iPads to come up with a timeline for the time period in their books. They placed colored Post-It notes on the timeline. The next step will be as they read their books, they will place a different colored note on the time line for the book's story line. When they are finished with their book, they will have the historical events and their storyline posted to show how the author used fiction to alter history. This is also a standard, 7.RL.9.
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  2. Thank you Carmen and Cyndi, for posting these FAs the the group.

    In 8th grade, I am wondering how students did with analyzing the impact of the literary techniques. This, I think, is difficult for students. How did you check for understanding in individual students?

    In 7th grade, I am curious how students determined how students showed the author's use of fiction to alter history. Did they seek information about "real" historical events from outside sources? Do students in each group share their timelines with each other?

    Cher
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  3. One formative assessment strategy that I have tried in math is called "Speed Dating," which I learned about in Marzano training last year. This is where you have an inner circle of students and an outer circle of students. It sounds similar to the "say something" activity that Whitney was talking about during the FAMS meeting. In my activity, each student has a different amount of money in different currencies. Students had to convert currencies with whoever they are matched up with on the outer or inner circle and identify who had more money. (I had a list of current conversion rates on the board). At the end of 2 minutes, I had the outer circle rotate while the inner circle stayed in place. I formatively assessed student skills in proportions and conversions - it was easy to tell who was struggling because they did not get finished converting, or they would ask me who was right - them or the person they were matched up with. I was happy about the discussions that took place and say a lot of students helping others when they were confused.
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  4. I'm trying my post again...

    This is something that was sent to me from the Teacher Channel. I really would like to try this in the classroom and think it would be very engaging for students. Feel free to view the video if you have 2 minutes.

    https://www.teachingchannel.org/videos/texting-to-assess-learning

    Jenny

3 comments:

  1. AnonymousJanuary 25, 2013 at 1:06 PM

    Sounds great. Let us know how it works, Jenny.
    Thanks,
    Cher

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  2. AnonymousJanuary 25, 2013 at 1:08 PM

    P.S.
    I also really like the Speed Dating, Amanda!
    Cher

    ReplyDelete
  3. AnonymousFebruary 1, 2013 at 5:33 AM

    I revised a formative assessment this week and after we finished, I decided although it helped reach one of the class goals, it wasn't truly formative because i didn't end up knowing exactly what each student knew. I would be interested in your feedback.

    The old formative was the human scarecrow. Students were paired and they had to use one person as the scarecrow and the partner taped the names of the muscle group onto them. After they were finished, one of the "judges" came to check their work. They then switched places and repeated. Although I did get feedback on who did not know the groups, it wasn't very active. So, here is how I revised it: I put the kids in teams, they made a cut out person from tracing around a team mate. We hung the "people" on the wall. They were assigned different locomoters to use to get to the cut outs and hang the muscle group stickers in the appropriate place. It was more active but I didn't feel as though I gathered as much personal information.

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