Module 2: Modes--Section A
Review the suggested types of formative assessment below.
Which do you already use? Which would you like to try?
Which do you think would be most appropriate for your context? Which would challenging in your current context?
Which do you believe students would find the most interesting, engaging or useful?
In your planning this week, try one or more of the following suggestions out. Report back on how it went to a colleague or Tweet your results to your PLN or the Internet.
Online multiple choice exams
Use tools like Google Forms, SurveyMonkey, JupiterEd, Turnitin to leverage their suite of tools and controls.
Response to video with Edpuzzle
I wilI single Edpuzzle out as a great tool for beginners--students and teachers--on the GRR journey. It allows for a great deal of control and oversight when monitoring student viewing compliance (once students start watching the video you have embedded in Edpudpuzzle, thy cannot skip forward) and work in relation to video resources.
e-Portfolios
Don't balk at the extra work needed to start using e-Portfolios. You are already distributing and collecting a great deal of work to and from students--the extra step is to determine an appropriate common platform for the collection, distribution and publication. (Common Sense Media Index of e-portfolio sites).
Zoom interviews
Have the students perform an assessment task right in front of you! Could be scheduled during normal class Zomm omm session time or Zoom sessions for an "assessment week" could be replaced by individual shorter Zoom appointments. I wouldn't recommned bringin back the "pop quiz," but in order to detract froom possible cheating, your co-created review sheet could have multiple options for assessment that you rotate through with different students in the class.
Online presentations
If they are ready, hand the Zoom presentation controls over the kids and have them present on a topic to their class, a group or you.
Screencasting
Another option is to have them record a presenation as a screencast. A good opportunity for shy students. Loom is a great tool to make it easier for students to get the hang of good screencasting.
Creating a website or blog
Our options are limited in Beijing, but Evernote, OneNote, Wordpress (software) and WIX work, and all have free options. Chinese teachers have a lot more leeway and can use Baidu and other local site providers. However, the situation is always evolving so you should check all your options before embarking in any long or even short-term projects involving web-publication with students.
Online group projects
Some of the most practical future-building training your students will receive. Bring all of the tools they have been practicing with for communication, collaboration and workspace uses. The resources and work modes will be dependent on the nature of the project chosen.
You may have noticed that we have been ignoring the elephant in the room: This discussion is about formative assessment, but iin today's schools, it's difficult in practice to discuss assessment divorced from grading. To approach that end of the conversation (which we will return to in other modules) please click the button on the right to be taken to ASCD's special isse on Grading Reform. I highly recommend Thomas Guskey and Lee Ann Jung's article on why teachers should trust their judgement when grading.
Module 2: Modes--Section B
Read the suggestedbest practices below.
Which do you already use? Which would you like to try?
Which do you think would be most appropriate for your context? Which would challenging in your current context?
Which do you believe students would finethe most interesting, engaging or useful?
In your planning this week, try one or more of the following best practices out. Report back on how it went to a colleague or Tweet your results to your PLN or the Internet.
Make the grading rubric available in advance.
Co-create a revision sheet with your students.
Gradually release responsibility for the assessment process to your students.
Narrate, document and praise their individual and groups efforts toward achieving that autonomy.
Do a dry run and rehearse the tools and exam methods with your students.
Prepare a Plan B. No matter how well you prep, technology lives for Murphy's Law.
Prepare a plan for students who try to ditch. (Especially effective if you have Gradescope or a similar tool up and running).
Give students just enough time to finish an exam. They should not have time to cheat!
Be authentic. Emphasize publication of products and process over submission.
Record the process of learning through journals, videos, vlogs, blogs, podcasts and screencasts.
Introduction to Gradual Release of Responsibility
GRR in a Blended Learning Environment
GRR in an Algebra Class
Doug Fisher on GRR