WTT v3 SAMR for Digital Formative Assessment


Substitution – Digital Formative Assessments become the online version of quizzes or exit slips that are typically done on paper daily in a classroom:

  • Teachers put the "quiz" online in an accessible location. Teacher knows what concepts or skills students lack based on answers
  • Students write the quiz and receive immediate feedback, so that they know what they understood, and what they didn't

Augmentation – Digital Formative Assessment Tools allow specific, detailed data that was difficult to tabulate with paper copies of exit slips or quizzes so that:

  • Teachers can use the data to:
    • decide what needs full class review and differentiated, direct instruction tomorrow
    • decide what needs individual, targeted instruction and for whom tomorrow
    • decide what needs quick review in preparation for subsequent lesson concepts
    • change wording on subsequent summative assessments to ensure question accuracy
  • Students can use the data to:
    • review specifically what they didn't understand, rather than the entire lesson
    • schedule remedial work time with the teacher and/or peers specific to what they didn't understand

Modification – Both groups can change how they use the information gained from the Digital Formative Assessment Tools:

  • Teachers:
    • leave the quizzes accessible 24/7 so that students can take them repeatedly, with the goal being that students master concepts and skills through repetition and practice, and develop throughout the unit of study
    • develop lessons that target areas of concern for those individuals needing it, rather than the entire class having 100% of the instruction all of the time
  • Students:
    • access "quizzes" consistently and regularly, with the goal of improving their scores through mastery, rather than just looking at them as a "mark"

Redefinition – The Digital Formative Assessment Tools map for everyone in the classroom exactly who needs what each day:

  • Teaching materials and lessons become more student-personalized, offered using a vast variety of mediums, and available to all learners, targeting areas of weakness as the specific goals for the day - they include criteria that directs students towards the concept's/skill's mastery
  • This allows for the ability to use the tools to redirect students to needed areas of instruction, whether it be to a training video, a demonstrative video, a game, or something that will enhance the learning of the concept and the understanding of the criteria (Flipped Classroom/"Build your own Adventure" style of Google Forms)
  • Students understand through specific criteria exactly what they need to do to progress and master, and the digital tools give them the immediate feedback to know if they accomplished that yet, or are still working towards mastery
  • Educational conversations become about concepts and skills, the criteria that shows a concept/skill has been mastered, and if not yet mastered, exactly what needs to happen next in the student's learning