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Small groups and continuous assessment.  

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Small groups and continuous assessment.  

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In Algebra 1 we use various forms of formative  assessment (Woot math, IXL, quizzes, peer and self-assessments) to determine how we will group kids and drive our instruction. We are also starting to have kids do self-assessments on whether or not they have evidence for meeting each standard in the unit. Then they reflect on what they need to do still to in order to meet the content demands of the unit.

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We do "daily quizzes" in Bio as a review from the last class and students can use them to study for our final test (they become test questions). It helps us to know what we need to reteach and it helps the students to know what else they need to study. We always go over them right after too so students can get clarification or ask questions. Plus it is a nice way to get back into the "Science" mindset.

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For Dance and Yoga, we use Peer Coaching techniques for feedback in student pairs in assessing technique, movement, fluidity in performing routines.  Subsequently, pairs are expanded to groups of 4-6 for assessing group performance in a Workshop model.

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For Dance and Yoga, we use Peer Coaching techniques for feedback in student pairs in assessing technique, movement, fluidity in performing routines.  Subsequently, pairs are expanded to groups of 4-6 for assessing group performance in a Workshop model.

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Calentamientos and check-ins in nearpod. 

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Calentamientos and check-ins in nearpod. 

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My students have a calentamiento (warm-ups) every day to check and review what we did the previous day or to get them ready for the day.

I use nearpod for my notes and students complete activities to check for understanding

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I like using nearpod and poll everywhere! Its quick and easy to embed a poll or mini quiz into a presentation/warm up to see who has a good understanding of the days content or previous days content.

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I like using nearpod and poll everywhere! Its quick and easy to embed a poll or mini quiz into a presentation/warm up to see who has a good understanding of the days content or previous days content.

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Have students rank how they are doing with an introduction lesson to new material using their fingers-- zero/one doesn't know what's going on, whereas five means they get it, time for harder material.  I find that students are fairly honest because they want to get help if they need it and don't want me to come near them if they are doing alright.

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I use warmup daily quizzes that are open ended enough that students have to construct their own meaning and answer and not just recall facts. Then reading them later I can get a great idea where the kids are and adjust accordingly.

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I like using nearpods to assess students comfort level with material. We use questions to see where the class is at as far as far as understanding the current notes / concepts, checking in on the previous class's material, or demonstrating current ability with problems. We can then very quickly adapt by reviewing or giving more practice as needed.

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I have students participate in short masterclasses, where they get a lesson on a very specific concept, and their classmates learn to apply that skill to their own songs. 

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I have students participate in short masterclasses, where they get a lesson on a very specific concept, and their classmates learn to apply that skill to their own songs. 

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Students perform for one another in class

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Students perform for one another in class

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Students perform for one another in class and I give quick and fast feedback. Students also give each other constructive feedback.

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1. Warmups are a good start.  I try to review previous material with the warmup question and it quickly helps be understand where students are - Do I need to reteach? Are we ready to move on?
2. Ideally, students would have a basic understanding of their own comprehension of content following a warmup. Should I ask for extra help if I didn't get it? Am I "good to go" since I answered it correctly? Perhaps I should be more explicit with this.

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Performance is an opportunity for immediate feedback

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Performance is an opportunity for immediate feedback

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The benefit of a choral rehearsal is that students have to perform certain skills. We also terrace the skills by difficulty, from easiest or simplest to most complex. When learning a new piece, we 1) count the rhythm out loud, 2) speak the words in rhythm, 3) write in our solfége, 4) speak the solfége in rhythm, 5) sing the solfége, and 6) synthesize all learning into the complex skill of singing through our music. Each step in the process allows us to have a formative assessment where we can analyze our strengths, weaknesses, and what we need to do to improve each step in the process.

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I'm not sure if this qualifies in this category, but my students have many low-stakes opportunities to improve their writing. We draft in small pieces. A research question, which then goes through self-review, peer review, my review, and then revision. Then the thesis statement goes through the same process. Then an outline, an introduction, one body paragraph at a time. Each time the students write, I use the draft to see where the students, as a whole, are struggling, and I reteach, introduce a new concept, offer exemplars, etc. Students use their drafts and my offerings to make small goals to improve from one draft to the next. They hold their drafts up to the "laundry list" of things I've gone over. They share them with their peers. They compare them to the exemplars. They consult rubrics and checklists based on rubrics.

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Meet with students about projects and discuss what their process was, what they did well and can work on for the next project. This allows me to get into students heads and help fill in gaps individually

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We often have students take multiple quizzes before the unit test. I will choose the questions that students missed the most in their block, give them the correct answer and have them explain why that is the correct answer or why students would have chosen the wrong answer.

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Students are asked to create a "conversación con amigos" with a specific task where they must use the grammar and vocabulary from the unit to communicate effectively. For example: shopping vocabulary with the past tense and the use of indirect object pronouns - students will be able to ask and tell one another where they went shopping, what they bought and for whom, how much they paid for the items purchased. The goal is proficiency with content learned in an authentic speaking situation. 

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Students are asked to create a "conversación con amigos" with a specific task where they must use the grammar and vocabulary from the unit to communicate effectively. For example: shopping vocabulary with the past tense and the use of indirect object pronouns - students will be able to ask and tell one another where they went shopping, what they bought and for whom, how much they paid for the items purchased. The goal is proficiency with content learned in an authentic speaking situation. 

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Students have to reflect on their mistakes, correct them, then have a discussion with me about where they made an error, how they fixed it and what they learned.

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I opted to respond to the formative assessment/ feedback prompt, and despite the questions posed at the top, I intend to share strategies I use to provide feedback and facilitate students' self-reflection. Here goes:

Every quarter I ask students to set SMART goals for their performance in class. The goals focus on grades, missing assignments, specific types of assignments, specific skills, or even attendance...the key is that students pick their own goals. Then, about half-way through the quarter I conference one-on-one with students regarding their progress so that in addition to getting written feedback from me on assignments, we have a more substantive dialogue about what students are doing in class that helps or hinders their progress toward achieving the goals they set out to accomplish. At the end of the quarter, students complete a final, written reflection that informs their goal-setting for the upcoming quarter.

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Students record themselves playing guitar, then work through a series of prompts about their practice strategies. I ask them how they could make the song easier to play or more interesting and challenging.

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Personalized: Students have to record themselves playing an excerpt, self assess, and then write up their own path on what tools they need to utilize to improve their playing. 

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Personalized: Students have to record themselves playing an excerpt, self assess, and then write up their own path on what tools they need to utilize to improve their playing. 

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I use their responses to assess each student's understanding from the previous day's lecture/lesson. It gives me an immediate way to check to see if I need to review a concept while lesson planning for the next day. The daily quizzes also give me a chance to differentiate by letting students engage with the questions at their current level.

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I see most activities we do as a sort of formative assessment. Aside from simply circulating in the classroom when student should be completing a spoken activity, I also frequently use Gimkit, Quizlet, Quizizz and Kahoot as more "fun" ways to formatively assess where students are all. Through all of these I can relatively easily see whether kids need reteaching, more practice or if they've got it.

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1. Warm Ups - Daily check ins at the beginning of classes to help determine the best approach class-wide to get a good start for the day.

2. Large Projects Planning guides! Assign as homework or self-guided work ahead of time, then formatively assess each students' self-designed plan with one-on-one interviews with students. That way, their individual projects get off to good starts, and the guides can be used as references for students throughout the entire design process!

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Either through a Padlet or a Schoology discussion students provide their fellow students with constructive information on their work before it is finished.  They might ask questions to help one another see how others are interpreting their work.  They might suggest changes to improve a work (i.e. adding some darker values on the side away from the light source will help create more contrast and a greater sense of depth). The link here is to a summative assessment shared between classes, but I sometimes use formative padlets as well.

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Student Self- Assessments (and Teacher feedback)

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Student Self- Assessments (and Teacher feedback)

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Asking students to reflect on a single-point rubric gives them time to reflect and teachers the opportunity to respond and give feedback as well. Here's one on a CO Essential Skill: Perseverance

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Perseverance_Resilience Rubric (CO Essential Skills) Single-Point Rubric - Google Docs

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I regularly quiz students after instruction of a topic to check for understanding. The multiple choice is shown and students vote for their choice. We discuss the answer and do extended discussion if needed based on their votes. The questions usually incorporate common misconceptions or mistakes regarding the content. An example from a recent lesson is attached. Many of these questions are sourced from research based on interactive (clicker) Physics instruction at the college level.

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I regularly check or grade their work and pull out groups if needed. I will also make sure we reloop material- usually trying to break down the topic more based common misconceptions. I only plan big picture ahead of time and change my lesson plans according to needs of students.