Going into this summer’s quarter, I knew it
was going to be quite a load. Taking 4 classes, starting on the last day of
school meant there was going to be no breaks for me during this “vacation.” Going
into this class, I knew we would be focusing on assessments and their relations
to the standards based off of the course title, but other than that I wasn’t sure
what direction we would be going. In looking at the syllabus I did get slightly
intimidated. I wasn’t sure what the Learning Progression was going to entail. Knowing
that my previous experiences through this program, classes have done a very
well with building and connecting with each other. This time around, with
taking Instructional Strategies class last quarter, I was able to apply some
knowledge about how lessons are designed with an emphasis on assessment, as
well as, the importance of feedback. As
stated in the syllabus, the goals of this course were to: first, have us
develop a sense of assessment vocabulary and conversation. And secondly, define
and implement a strong understanding of a sound classroom assessment practice
and experiences within an authentic classroom context. After reading the goals,
I became excited as for what this class was going to teach me. Assessment is
such a broad concept and involves so many understandings that I still was
unsure of.
At the beginning of this course, I knew the
basics of formative assessments. I knew that formative
assessment was mostly about providing information about where your students
were and how effectively your teaching was for that particular skill or topic. They
are not to be used as "gotcha" moments for students, but learning
moments/check-ins for the teacher and for the students themselves. Formative
assessments allow instant, and in the moment data to be collected in many
different ways. Such as whiteboard practice, listening and observing students
in partner or group work. What I did not know before this course, was how many
formative assessment types that are out there for teachers to use, and how to
effectively collect that data (which is what I focused on for my main research
paper for this class).
One of the biggest connections I made was how the concepts of
eliciting evidence of student learning and feedback are connected. Even self-assessment
makes its way in there as part of the process. As stated in the Wiliam text,
"once the teacher knows where learners are in their learning, she is in a
position to provide feedback to the learner about what to do next"
(Wiliam, 2011, 105). A take away was something that I read in Douglas
Fishers’ text “The Formative Assessment Action Plan: Practical Steps to More
Successful Teaching and Learning when I was conducting research for my Assessment
into Action paper. With my main focus being eliciting student learning
(formative assessments) AND the collection of that data, Fisher really
communicated to me that the evidence and data we collect is not just for me as
the teacher but also for my students themselves.
According
to Fisher and Frey, “Formative assessments inform instruction within and
between lessons, for both student and teacher. Formative assessments confirm
what a student has mastered and identify the learning that comes next for the
student. This improves learning because instruction can be adjusted while there
is still time to act – before the graded event. Formative assessments involve
students in evaluating their own thereby promoting student metacognition and
reflection. Monitoring student progress with learning trackers (observation
logs, observation forms, conferring logs, etc.) provides the teacher with data,
e.g., the degree to which the student has mastered a learning target, who needs
re-teaching, who needs additional challenges, what the next learning target
should be, how students should be grouped for small-group instruction, and who
needs to be observed more closely for a possible learning intervention.
Meaningful information can come with purposely designed and systematically used
learning trackers which are then used to make decisions about student placement
and instructional pacing” (Frey & Fisher, 2011).
As
a result of my learning, I now know that formative assessments (various
types) and the data they produce are not just for me, but for my students too. Author
Kathy Dyer really helped me get to this light bulb moment. However, in order
for my students to be able to set goals and use the data like I would to drive
my instruction, I have to create a data literate classroom environment. Dyer
states that “making students gatherers and users
of their own data changes the dynamics of the classroom. Vocabulary in
conversations becomes more quantifiable, even if it includes qualitative data.
Students use academic vocabulary when advocating for what they need as learners
or content to learn” (Dyer, 2014). It will be important to implement time
within my instruction to allow students to collect and look at data about
themselves as learners. Teach them how to read the data and establish goals
based off the data they see. I also plan on is using technology to both
formatively assess my students and collect data. Before this class and
conducting my research, I strictly used to 2-3 formative assessment types:
whiteboards, paper and pencil exit slips, and observations of what I heard and
seen my students do during independent, partner or group work.
As I mentioned in my ‘Action Plan’ section of
my paper, my favorite technology tool that I would like to use with my student
during lessons is Plickers. I appreciate this tool’s ability to collect data
live and collect instant feedback that I can use to direct my instruction
almost immediately during a lesson. The best concept about this tool is the it
allows students to also think critically. According to the Center for
Innovation in Research and Thinking, “Plickers
engages ALL students in critical thinking. It gives all students the chance to
participate and engage in learning without feeling self-conscious. This format
allows students to use their skills in a game-type setting.” I can see
myself using this during math lessons as a quick check-in of a certain problem
style or even as a review. I could also use this during a vocabulary lesson or
ELA, for quick comprehension checks of the book we are reading. Design the
questions to focus on the reading comprehension strategy we would be working on
to get my students to apply the skill in class.
Another assignment we did in this
course that I would like to implement in my classroom this upcoming year is the
touches more along the lines of self- assessment. For the task on the
discussion board, I watched two videos on the Teaching Channel,
the first was "Self-Assessment and Peer Support" and the second was
"Show Your Cards." Both of these videos used the formative assessment
style of students using colored cards for the teacher to check for understanding.
The first video had students use the cards for self-assessment and then were
asked to look around and pair up with a card that had more of an understanding
for some guidance and feedback. The second video, I really enjoyed because the students
used the same routine of showing their cards for understanding, but it then led
to a whole class discussion which aligns to how Wiliams described the process
of teachers using the Colored Cups on page 156 of his text. "This
technique neatly encapsulates two key components of effective formative assessment-
engagement and contingency" (Wiliams, 2011). Students who show they are
understanding are held accountable to self-monitor that they truly understand
due to the possibility of being called on to explain. While a person who shows
red, is taking that initiative and breaking that barrier of feeling judged for
not understanding. I just love this idea and really want to try this technique
with my 4th graders this upcoming school year.
I learned a lot from this class by
conducting research and collaborating with my group members through the
discussion boards. I have gained a better understanding of the many purposes of
formative assessments and the tools out there to execute and collect the data
they offer. Along with these new understandings, time is going to be the
biggest struggle when it comes to implementing my new learnings. I believe with
the new school year quickly approaching, my focus will be picking a few of
these new ideas-like creating a data literate classroom environment, using
Plickers as a formative assessment type for both ELA and math, as well as,
using the red, yellow, and green check in cards to formulate a whole class
discussion about new learning and misconceptions. In order for these ideas to
be successful, I have to dedicate the time to develop and implement them into
my teaching. Making sure my students understand the concept and use of each. Once
I gain that understanding, collecting pros and cons of each, I can share these
ideas with my grade level team during our PLC time. I am exciting to roll out
these new ideas!
References
Dyer, K. (2014, April 25). Making Assessment
Data Actionable: Focus on Students.
Retrieved from
https://www.nwea.org/blog/2014/making-assessment-data-actionable-focus-students/
Frey, Nancy & Fisher, Doug. The Formative Assessment Action
Plan: Practical Steps to More
Successful Teaching and
Learning. Alexandria, Virginia: ASCD, 2011.
Wiliam, D. (2011). Embedded
formative assessment. Bloomington (In.): Solution Tree.
