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From the readings and videos this week, a lot of emphasis was put on the difference between formative and summative assessments, and the fact that formative assessments are often what give teachers the most information about how their students are doing in their classroom. Therefore, in my mind it's important to have a few different ways of gathering formative assessment information, and luckily I have been introduced to a few different ways that I can do this throughout my college classes. One of the first tools I've used is called Socrative, and it's basically an online quiz making tool that can be used as a exit quiz (this is how I'm currently using it in one of my other classes this semester.) I've explored the teacher side of this page, and it's very straight forward and allows you to gather information about how students are progressing in a low-stakes way, which is often important for formative assessment.
https://www.socrative.com/
The other tool I've seen is very similar to the popular online game Kahoot. This one, however, is set up so each student can set their own pace. It's still got the fun competitive setting, but it does not have to be structured as a group activity like kahoot. It can be done on the student's own time, which makes it a great resource for formative assessments. There are also ways to align the questions in your quiz easily with state standards, which makes it very easy to assess where students may need additional help in.
https://quizizz.com/admin

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After watching the "The Classroom Experiment" video clip, I want to use a formative assessment strategy that is similar to the white boards but more hi-tech. I want to include each student in the assessment to ensure that there is no student that is not actively answering questions and benefiting from the assessment. However, I would want a more reliable way to judge how many students are answering the questions correctly. I have decided that "Plickers" would be the perfect hi-tech alternative to the white boards. "Plickers" is an app that can be downloaded to any device that scans small cards held up by the students. Each card has a unique barcode on it that contains four answer choices: "a", "b", "c", and "d". Students will need to orient their cards in a certain way in order for the scanner to read either "a", "b", "c" or "d". I would ideally use "Plickers" as part of a Strategic Content Literacy Assessment (SCLA) in order to assess vocabulary or connections to prior knowledge. I would first have students read a short excerpt from their biology textbook. Then, I would administer the Plickers quiz. This would give me instant feedback on how well the class as a whole comprehended the material.
Plickers Website: https://www.plickers.com/library

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The use of rubrics and scale ratings, be it by the instructor or peers, remains a cornerstone of many types of formative assessments utilized in the music classroom. They are valuable tools because guidelines can be tailored to whatever the circumstances may require. Additionally, they are straightforward and students know exactly what is expected of them. For use in a peer assessment scenario, this method also enlists the listener to be actively engaged in the listening process, potentially improving their understanding of musicality and appreciation. Rubrics and ratings are valuable assessment tools because they allow the music teacher to give actual feedback and justification for grades. My high school band grades consisted of concert attendance and participation. I received no helpful feedback, and while it was an easy A, I did not learn much about how I was doing or how to improve. I believe that constant assessment, be it formal or informal, is essential to the engagement of students in their own learning endeavors and making music something that doesn't just get pushed to the side once the grade is earned and a diploma received.

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One digital platform I plan to use in the classroom is https://tophat.com/. I believe it is essential for students to be active in discussions pertaining to my content area that require participations of every student. Assessing student using Top Hat allows educators to create quizzes that will help students become active learners. Additionally, it can be both summative and formative, the assessment will be based on responses from the quizzes given on Top Hat. Most importantly, Top Hat is a file sharing application that provides materials for students to use as a study guide and go over questions they got wrong.

Furthermore, most assessments can be ongoing to gain better understanding of students characteristics. Using devices that work for students to continue learning outside the classroom as well as engage in discussions with the teacher for clarification has become convenient.

I have used platforms like Socrative,and Seesaw,  which they both work great. However, Top Hat has more options for students to access materials to use. I feel applying formative assessment to strengthen students' ability and improve comprehension skills is an effective way to get descriptive feedback from students. Top Hat has options that is built in the application that favors formative assessment for educators to be more effective in teaching materials that are required for students to know.

References:

Wormeli, Rick. “Formative and Summative Assessment.” (Retrieved November 9, 2018)

https://www.youtube.com/watch?v=rJxFXjfB_B4

https://tophat.com/

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A means to assess my students' content literacy I would like to implement after watching the "The Classroom Experiment" video clip, would be a combination of the Popsicle stick and whiteboard methods of formative assessment. They aim to make sure all students have an equal chance of being called on by pulling someone's name on a Popsicle stick to answer a teacher-posed question, and provide a means for everyone to write down their answers using their individual whiteboards. Combining the two techniques, I would first give everyone time to formulate and write down their answers, and then use Popsicle sticks to call on someone to share with the class. Before doing this, part of the classroom culture I would like to set-up would be that it is ok to say, "I don't know," and for students to get help from their peers. I would modernize the whiteboard method to utilize (if relevant) one-to-one technology at the school and have students use a drawing app to construct their answers on their iPads or other devices. I think this would work well with physics content since they would have space to draw diagrams and work through equations. If everyone holds up their whiteboards, even if just one students shares out with the class, this will give me a good indication of how many students are grasping the concept.
https://www.youtube.com/watch?v=b0TTgeSn7ys

I also found the 'Dimensions of Motivation' assessment intriguing. Since physics texts are so academically vocab-dense, they can easily fall at student frustration levels of readability. In order to combat this, finding out student interests, and therefore how to make things relevant, could go a long way towards making the content more accessible. I like the term 'Harry Potter factor' put forth in the module. Even if a text is too difficult, if it is interesting to the reader and they have the determination, they have a better chance of being able to successfully read it.
https://drive.google.com/file/d/1iDmJPVmlPdAOtYYTs5QuEKun_Y8CyoD_/view

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As far as formative assessments go, I have enjoyed using an "exit ticket" or "one minute paper". Referring to the image below, I like that it allows students to reflect on what they learned about during the class as well as what they are still confused about. It also gives the students an opportunity to offer suggestions for the teacher. This type of formative assessment also gives the teacher information about what was effective during a particular class period.  Apart from the one minute paper/exit ticket is a formative assessment that I would like to try in the future called: Roll the dice. This assessment provides a randomness to formative assessments that the students can enjoy. The teacher can create the task that is associated for each number on the dice. For instance an example could look like this: 1) I want to remember 2) Something you learned today 3) One word to sum up what you learned 4)Celebrate something you already knew 5) I'm still fuzzy about... 6) Name an "aha" moment you experienced. The dice can be passed from student to student and each student can share out loud. This technique is attractive because it gives the students an idea of how their classmates feel about the material. (https://educationcloset.com/2015/11/24/smart-ideas-roll-the-dice-for-choice-based-assessment/)

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A low tech way to formatively assess students is to use popsicle sticks to randomly elicit student responses. It is important to includes students in discussions because it is more engaging, learning is social, and it is informative on what students know or need additional support with. It is important to call on students randomly to be more equitable, otherwise you can contribute to the achievement gap. This was discussed in the assigned video titled, "The Classroom Experiment - Formative Assessment Techniques in Practice" (https://www.youtube.com/watch?v=b0TTgeSn7ys).
To make sure everyone gets called on at least once, you can color code the tips of the popsicle sticks. The green tip means the student has been called on before, and a red tip means the student has not been called on. Each time you draw a popsicle stick with a red tip, you put it back into the container green-side up. There are also apps that have the same function as popsicle sticks, such as "Random Name Selector Pro" (https://itunes.apple.com/us/app/random-name-selector-pro/id599531491?mt=8)

Although random name selectors are efficient and easy for formative assessments, it is not always the most engaging or interesting for students. Although many others have already discussed this formative assessment tool, I agree Kahoot! is engaging and fun for most students. It is a good assessment tool because it provides feedback to the teacher and students right away. The downside is that the competitive quick-pace nature of the game can disengage some students if they cannot read quickly. As an accomdation for students who need additional time to read the questions, you can give the student a printed copy of the questions before the game begins so they can prepare themselves.

Exit tickets are also a great way to formatively assess students. Because they happen at the end of class, it provides enough time for the teacher to look at the results and plan accordingly for the next day if adjustments are needed. Exit tickets can either be done on a piece of paper or it can be completed in google forms (https://www.google.com/forms/about/). Google forms is convenient because it can provide feedback to students right away and it compiles class data (i.e. multiple choice answers).

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I have found that Quizlet Live is a fun and effective means of formative assessment for an interactive classroom. It is similar to some of the other platforms being discussed like Kahoot! with the added bonus of being a collaborative exercise.   Similar to Kahoot! it is a quiz based interactive tool, but students are randomly assorted into teams.  They are presented with a multiple choice question, but each team member receives an individual answer on their separate mobile device. The students then must collaborate and discuss what answers they each received, and who has the correct response.

This quiz format encourages students to develop communication skills in addition to the underlying class material.  Students also have to be able to justify their answer and present it to their teammates.  The added team element also incentives students to take the exercise more seriously as they will not want to let their team down.

There are some limitations to the platform however.  The quiz format requires students to work in teams, so it is ineffective as an individual assessment. It also requires a minimum of 6 students to play, so it is not useful for smaller groups.  Finally, it requires each student to have their own mobile device to play, and as a result, would not be useful in school districts  of limited means.

https://quizlet.com/features/live

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There are several tools I’ve seen teachers use for assessment. Many of them have an aspect of a game built into them to make it more fun for students, and make them more willing participants. Those are games like Kahoot! And Quizlet Live. I really enjoy both of those tools for assessment, however my absolute favorite one at the moment is Nearpod.

It is less fun, and more meant for teaching and having students absorb knowledge, but it is much more interactive. My favorite part about Nearpod is that you are able to put in videos and teaching tools and then have students take a quick quiz to assess their understanding thus far in the lesson. Those quick quizzes are an easy way to get instant feedback on whether your lesson is reaching all the students in the room or if you need to change something up.

I like that students are able to submit their thinking, and then the teacher is able to pick and choose student images to show the rest of the class. This way they are able to acknowledge the awesome job a student did but also then have students learn from their peers.

Another thing I really enjoy is having students give me a thumbs up or down if they feel comfortable with a unit or with instructions I am giving them. This can be done with their hands closer to their chest so that they don’t feel embarrassed if they don’t understand something 100 percent.

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Javascript Disabled

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No mobile devices in your classroom? No worries! You can enjoy Nearpod from any web browser :) Create, engage, and assess your students in every lesson!

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One app that I think would be great for assessment is Seesaw. I haven't seen it implemented in any of the classrooms that I have been in, but it seems like a great way to get student work and provide feedback. The teacher can post assignments for the students to work on and then provide 1-1 feedback. The app also allows for the teacher to have a shared portfolio with the student to keep track of work over time. In mathematics specifically, you can have students do work on the app and view the work and provide individualized feedback. Another part that I think would be useful would be the ability to provide individualized instruction depending on the student. I can see this being particularly helpful if a student is an English language learner or needs some additional instruction for a specific lesson.

Here is a link to the app website. One downside I can see is that to get full functionality, you would have to have a school that has a pretty high level of technology access (iPad's, in particular). Also, this is a software that would require a school to get on board with the app and start a school account, so it is something that would be easier done if the district is already using the program.
(https://web.seesaw.me/)

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My absolute favorite way to check my student’s math literacy is to use an exit ticket. I think it is a great way to wrap up a lesson. This assessment both allows me as the teacher to assess where my students are at and also help the students self-assess. The idea of an exit ticket is to hand it out and collect it in the last 10 minutes of class, write the students specific and though provoking feedback, and give it back by the next day. The teacher can use the information gathered in the exit ticket to decide whether or not they should try to fit in more information from that lesson as review the next day or if the class is ready to move. I think it might be impossible for every student to be ready to move on, but then at least even if you can’t spend more class time on the information you can write on their exit ticket they they should meet with you for more work or be mindful that you need to walk in their area during worktime  to potentially help them out. It’s important that the exit ticket is done in a way that the teacher can write feedback directly on the student’s work so I believe the best method is on paper, but I’m always open to hearing about new ways to do it!

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I have really enjoyed using Socrative and Think, Pair, Share in my classrooms, but I will focus my efforts on Kahoot! This is an interactive quizzing tool which allows for a variety of quick multiple choice questions. These can be used in a variety of ways to attempt literacy or student engagement. I have seen it used as a way to determine the best method for solving equations. I have used it myself to identify terms with pictures. I feel that this could be used effectively as an immediate formative assessment for math literacy. It would be a very good method for review of materials to see where the class is standing.

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Personally I have really enjoyed the use of either Kahoot! or Socrative but for this assignment I'll just do a deep dive into Kahoot! because the the ease of use I have had with it.
What's nice about the Kahoot! is how low stakes it feels. The game looks and feel accessible to students. It has a friendly appeal to it. Most of all when ever it's mentioned or even used the students are excited to use it. I mean I feel like I can't even mention Kahoot! without my students asking if we are going to be playing a Kahoot! today.
On the teachers side at first it feels a little clunky to add questions by hand using the UI they have for it. By digging deeper I found that you can Import an excel document into the Kahoot! system and that streamlines the whole process of creating a Kahoot! quiz. What's also nice about it is that in practice the class doesn't need to be a one to one class for it to work. If there is a laptop cart students can quick log in, have their username, and be ready to start in a relatively short amount of time. Overall I think that this is a great assessment tool to utilize in situations like quiz reviews because of the low stakes nature of it and for students to do well at the game.

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I enjoy using Kahoot! for short quizzes. It is very user friendly and students enjoy it. It can be used to assess math literacy by creating quizzes that assess student's understanding of vocabulary words by asking them to match words with their definitions. One reason I find this tool helpful is the instantaneous feedback. I immediately get a sense of where the class is at with their vocabulary and can adjust instruction accordingly

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I absolutely love NearPod! It is a great tool that is used in a class that has access to personal devices at a 1:1 ratio. This is great to access literacy in the science classroom because it has a multitude of different question platforms that can be answered through multiple choices, drawings, post-it notes, and more. This is great because it allows students of different learning levels to answer questions in whichever form they prefer. It also can allow students more creative freedom especially when drawing. As a teacher, NearPod is also great because you can watch live responses to see how students are processing information. This allows the teacher to adjust the lesson as needed.

If students do not have 1:1 technology access, I have used many different forms of assessment that do not require any technology! I have use Think Pair Share as an assessment tool many times. Not only does it give students the time to think individually and for their own opinions, it also gives them the opportunity to present them to their peers one on one and as a whole class (which both Think and Pair could be used as forms of peer assessment.) I think this is a great opportunity to discover preconceptions or misconceptions about any given topic. This can also offer a great opportunity for students to practice argumentation in the science classroom.

For quick assessments to get a general idea on how students are doing on a concept, I have used fist to five where students raise a number using their fingers determining where they feel on the concept. A fist is zero where they do not understand the topic what so ever, while a 5 feels like they have mastered the topic. I have also used thumbs up and thumbs down to gauge student’s comprehension in a brief way.

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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My assessment tool is a combination of two tools. The first is an "engagement moment" we learned about in my Methods of Teaching Ag. Ed. course. This assessment strategy is called, "Karaoke Time." During this activity, students write a song that includes information from the lesson that was just presented. This could include vocabulary terms or concepts that were just taught. To incorporate technology, students would create their "beat" with Garageband and record their video for evaluation.

Garageband is an application on all Apple products. It is an easy to use application that creates much of the beat for the students. Additionally, students could use any technology to record their video and upload it to the classroom website. It combines technology, student interest, and quick assessment of learning by the teacher.

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Classroom karaoke: a social and academic transition strategy to enhance the first-year experience of youth studies students.

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An innovative ice-breaker initiative - 'classroom karaoke' - was deployed at the beginning of a first-year undergraduate course in youth studies in an Australian university. The study used karaoke as a social and academic transition strategy

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One of the assessment tools I have found particularly useful in the classroom is Quizizz. Quizizz is another website like Kahoot that allows people to make short quizzes to test students skills in content literacy. I like Quizizz a little better than Kahoot because students take the quiz individually on their device, but are still technically competing against each other, as the website keeps track of the leader board. I like that students can work at their own pace and are not as pressured to finish in a certain amount of time as they are with Kahoot. My class right now has a lot of ELs and struggling readers, so I like that they can go at a pace that is comfortable for them, since I want them to work on accuracy instead of speed.

Recently, I used Quizizz to help students review vocabulary as well challenge students with higher order questions that could help them on their summative assessment for the unit. I was able to see in real time what concepts students were having trouble with and addressed them before the assessment, which I thought was very useful. I find Quizizz is just as engaging to students as Kahoot, partly because teachers can make their own memes to show after each question, but having an advantage due to student's ability to work more at their own pace.

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My favorite way to assess comprehension in the classroom is Kahoot. Because it can be used for such a variety of things from terms to rhythms to history questions, it's super beneficial for the wide variety of material covered in a music classroom. Essentially, you create a quiz, then have students take out their electronic devices (phones, ipad, computer, whatever they have,) and they each get to compete with eachother to answer the questions the quickly and accurately. It's a great way to informally gauge the comprehension of all of the students in the classroom because you have immediate feedback on how mnay people got each question right or wrong.
https://kahoot.com/

Another great tool for the music classroom are white boards. Small white boards with thin electrical tape on them to create a music staff can be used when teaching rhythms, different notes, terms, really anything. They can also be used when having the students create their own music for the classroom. They can learn to annotate percussive patterns or melodies to be played in the classroom or as an aural skills test. In that case you'd play a rhythm or melody and they'd need to correctly write it out.

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An innovative assessment I have been introduced during my last rotation has been Think Pair Share.  In this assessment students work individually on a problem that the teacher has assigned and then after everyone is done students are placed in pairs.  In the pairs students discuss the answers.  Teachers walk around the classroom and listen to the discussions and get insights into the various students understanding of the problem.
Think Pair Share Instructions
Think Pair Share and Post It Pile It Examples

For formative assessments I really prefer the old half sheet of paper and give the students a problem, model or activity to work on in the sheet and watch how they perform on the task.

For electronic tools, I like Freckle or IXL for pre-assessments to understand at what level students are currently at.

And then www.goformative.com (Example) for the ability to quickly import quizes from other sources into and develop an assessment that can be auto graded.

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Kahoot is an assessment tool which I have used before both as a student and as an instructor. Teachers can create small timed-quizzes (typically multiple choice) on Kahoot before class, and students can log in to the quiz on any device. Kahoot is very intuitive and user-friendly for both the instructor and the student, which is one of its biggest appeals to me. Furthermore, there are countless resources available for your use and quizzes can easily be shared between instructors. In terms of teaching math literacy, vocabulary quizzes would be one example of a very simple and effective use of Kahoot. In fact, here is an example Kahoot math quiz on graphing that I created this summer.

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My favorite literacy (and content) assessment tool so far is Google forms. Most of my students are very familiar with Google forms (even my EL and struggling readers know how to access and take a Google Form) - especially useful with 1 to 1 devices in the classroom.

I like Google Forms for literacy assessment because the forms can be "smart". For example, if a student gets question 1 wrong, the form moves to a question that backs up a little bit; whereas if a student gets question 1 correct the quiz moves forward. This is useful in science/physics where there are a lot of vocabulary AND conceptually challenging ideas - the Google Form can automatically assess students and bring them down differentiated pathways.

One way I will use this is asking students to read or match the "grade level" definition of a term. if they cannot do that the form will move to a more expanded definition, and so forth. If a student cannot find a path through the "correct" choices, i can ask for the student to use their own words to tell me what they know about the definition/reading. This allows me to have a record of what the student is thinking, what terms they are unsure of, and more importantly how they are using language/comprehension.

Lastly, Google Forms allow me to pair pictures with reading/terms/concepts which is not only more interesting but also supports EL students, and students who have lower reading comprehension.

I made an example form in this style to show what I mean.

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A tool that I was introduced to in our technology integration course is Socrative and I think it is a fantastic resource. This tool allows for a variety of formative or summative assessments beneficial to the classroom. Before a unit, the teacher could ask the students to do a pretest to identify what students know of a standard and what will require more attention. Additionally, it could be used as an exit ticket after a lesson to gauge student understanding and to learn what must be reviewed the following day. It could also be used as a summative assessment such as an exam at the end of term. This tool allows for live progress monitoring for the teacher and the option of giving students instant or delayed feedback. This tool is only possible in a 1:1 student to technology ratio.

I am also quite interested in using some of the techniques we learned through the videos and readings. I am excited to try the white boards activity as a formative assessment tool in my future classroom. I also look forward to trying the traffic light cups as a way to assist students as they do independent work. It is also possible to use the traffic light cups during full group instruction with students alerting the teacher when they become confused and need to revisit a topic. It is clear that formative is crucial for our classrooms and there are many great tools to try!

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Login or sign up for free on Socrative - your assessment partner for real-time assessments and instant insights.

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My CT at the middle school I'm observing at has this great tool she uses in her classroom for literacy assessment. She has the students assess their own level of literacy. To help with this she has two articles that the students can choose from. One is at a spicy level which means that it's a little longer and has more vocabulary. The other is the a mild reading this is shorter and the vocabulary is more familiar.

https://newsela.com/
I've used Newsela to make it easy to use this assessment  of spicy vs. mild. Using Newsela you can easily change the word length. This way you can have students read the same article, but they get to choose the level at which they prefer to read at. This way if students want to push themselves they can, but if they aren't as comfortable reading they can try the mild version.

This type of assessment is low stress for students. Students are reading the material and getting the same information, but they're reading at a level that suits them.

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Based on an assignment for my course work included an interview that worked as a pre-assessment. It ended up being
really informative experience that lead my Cooperating instructor to changing some of the lesson plans. I think that pre-assessing my students prior knowledge in the form of a short answer and explain questions have where your students are coming from.  I used the website http://stemtc.scimathmn.org which has what some of the student misconceptions are for both Math and Science in different grade levels. Using those misconceptions a starting point helped me understand a few of my student starting point.

One of the best assessments that I have seen in the classroom after the lesson is Exit Tickets. I have seen them in both low tech pen and paper to google forms. These are short assessments that either ask students what questions they still may have, or ask questions that show if they understood the material we had been learning.

Thought THE best kind of assessments are those that occur during the lesson. When they are working in small groups or individually.  Asking students to explain their thinking either to their groups or to you the teacher.

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One tool that I have seen used within a classroom to make it more engaging is Kahoot!. This tool allows for teachers to create quizzes/assessments that are typically in the form of multiple choice. Students then are given a time limit to answer a question and the person who answers correctly the quickest gets the most points. I think that this tool would work well to assess literacy in a mathematics classroom as it can be a way to assess students' knowledge of the vocabulary within the classroom and help them to getting used to reading mathematical statements quickly and efficiently. Another way that this tool is effective in helping literacy is by having students showcase their ability to quickly develop answers to questions given. I think that this tool can make the classroom very interactive and it is a nice change to traditional formative assessments.

Another tool that I would like to use within my classroom would be Google Forms. I think that this tool is very effective in delivering assessments. Using this will give students the opportunity to get used to multiple choice questions in mathematics which may help them in the future when they are given standardized tests. Also, it can help students with literacy by having similar vocabulary questions as mentioned prior and also by having students read multiple mathematical statements. This tool can be very effective as a formative assessment tool since it provides results for the creator of the form which can be used to inform the teacher on what should be focused on during the classroom lessons.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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One of my favorite formative assessments I have done requires zero technology. I called it a "card activity" where students had to organize the cards in the proper order from smallest to largest (we were learning about the metric system). This activity helps students because it requires them to visualize the information on the card and organize it in the correct way. Additionally, I have done this activity where students work in small groups. This allows students to be able to work together, share their opinions and points of view, and help other students who may not be comprehending the material. This activity can be done for a number of subjects (biology, math, social studies, writing etc.) I like simple activities that still get the kids excited and working with one another. This activity also introduces the concept of argumentation and how students may disagree with one another on the choice of where to put the card. I love when this happens because it provides me with a teachable moment on how to work in groups and redirect them toward the correct answer.
http://www.theteachertoolkit.com/index.php/tool/card-sort

Another resource I love is google forms. This tools is both extremely helpful for teachers and students. The answers and feedback are provided to students right away if the teacher chooses that option. Also the formatting and styles of questions is very interchangeable and easy to edit. I also like how it transfers the students answers into a google spread sheet to make grading easier. The spreadsheets are also an excellent tool to use to detect where misconceptions lay and which areas of the topic need revisiting.

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Google Forms: Online Form Creator | Google Workspace

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Use Google Forms to create online forms and surveys with multiple question types. Analyze results in real-time and from any device.

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One of the formative assessment strategies that I really like the idea of is "My Favorite No."  The warm up activity involves the students completing a warm-up problem and then turning it in.  The teacher quickly sorts through the work to find her favorite mistake.  The class then works together to work through the mistake.  The mistakes chosen are meant to be mistakes that many students made and so students shouldn't feel singled out by being the favorite no.  A video below better explains the concept.  To assess literacy in the mathematics classroom I think it would useful to use this activity for interpreting word problems.  Rather than have students solve problems, ask students to rephrase the question, or to state explicitly what the problem gives you, and what it is asking for.

Another resource I find useful is Go Formative.  https://www.youtube.com/watch?v=8K9iQjmaaZQ&feature=youtu.be
Go Formative is an online student response system. I think this resource is a great way to assess all types of skills, and it allows the teacher to provide immediate feedback to the students as well. Students can participate in a variety of tasks including drawing a picture of a mathematical scenario, solving an equation, defining a symbol, and graphing equations. The possibilities are quite great with this resource and the activities can be fun an engaging for students as well.

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One assessment tool that I think could be very useful in mathematics classrooms is Desmos. Beyond just a graphing utility, the Desmos classroom activities can be designed to be a useful literacy assessment and in class formative assessment. For example, teachers can organize a set of math problems or equations, and have students use Desmos to match equations with vocabulary or written descriptions of those problems. Students can work in groups to practice reading, writing and discussing math vocab, and teachers can observe the whole class's progress through the activity using built in tools and adjust their teaching accordingly.

Another tool I've had success with in the classroom is Kahoot!. In my experience, Kahoot! works best as a literacy assessment in making quizzes that require students to fill in the blank in written passages, similar to the Cloze style assessments mentioned in the O'Brien reading. Kahoot! is especially useful because it provides immediate feedback on how the whole class is doing, and gives teachers an opportunity to respond to common errors right away.

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Kahoot! has been one of my favorite applications to use to in classes for assessments and review in a variety of topic areas and classes. I like that that you can show students how others are doing for more of a fun an competitive activity, but you can also use it as an assessment device when you keep answers secret and download the results later. Students always are excited about this application and have fun with it. When thinking about this application the one thing that I dislike is having to leave a powerpoint or discussion to go to the Kahoot!(https://kahoot.com/) and have your students have to loose focus.

I have found the application pear deck, (www.peardeck.com)and I am excited to try it more extensively in my classroom. Pear Deck allows you to drop in engagement and assessment pieces right into the slidedeck that students can engage with without having to leave to topic of discussion. Students can engage with the material in a variety of ways beyond answering traditional questions and all of it is directly with the topic at hand.

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Create your own educational games, quizzes, surveys, and web pages. Search millions of games and quizzes created by educators around the world.

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One assessment tool that I have seen used and have used during my placement is Kahoot! Kahoot is a fast paced and exciting way for students to compete with each other in a fun way. Our students love it and get fired up. However, I believe that there are some drawbacks to using Kahoot. The fast paced nature doesn't favor all students. Students who take a little longer to come up with answers may struggle, this can also be challenging for EL students.
For this reason I like to mix in some slower paced assessments/review activities so that students of all learning styles and experiences have an opportunity to excel. I recently made a Bingo game for my class with vocab words. This way students had the words in front of them. I then went through one slide at a time using visual clues and had students raise their hand to provide the answer. In this way every student will get to hear the correct answer and will have more time to see and digest the information. Bingo also is a fun and competitive way to get students engaged.

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To make assessments more engaging and focusing less on formal assessments, I really enjoy the aspect of incorporating technology resources into the mix. Kahoot is a super common tool to use and fun for the students. Additionally, Socrative is very user friendly, for the teacher and the students. You also have the option to create a variety of quizzes, one option lets students know if they got the answer correct as they are being assessed, and can include comments/feedback for each question.

For low-tech classrooms, exit tickets are very informative and lets the teacher know if students grasped material that has been taught, either for the day or for the whole unit. Additionally, to assess what students may already know before a lesson, you can have them do a "this or that" or "four corners" game, where students go to a designated side of the room representing the answer they chose for a question shown to them. This is great to get students up and active during the day and can help insight curiosity for the upcoming topic.

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An assessment tool that would be a great addition to any agriculture classroom would be Kahoot! I have used this as a teacher and as a student and it is fun for all. This program has a wide variety of uses. Before I created a Kahoot for a presentation, I didn't realize that creating a quiz isn't the only method of assessing. There is also an option to do surveys and polls. It's a competitive way for students to remember what they learn, and it also increases retention.
As a future agriculture educator, it is sometimes hard to come up with more creative ways to assess. Since a lot of what I will teach will be science-based, it's important that we understand the key concepts and formulate the questions around them. If the key concepts aren't understood, the rest of the unit, or potentially the class, will be in jeopardy of not understanding anything.
This site also has thousands of pre-made quizzes that other people have made so that teachers can use them without putting a lot of stress on themselves to create the perfect one.
At the end of the quiz, teachers have the option to look over how well students did. To get an even greater understanding of how much students retained, you can have them take the assessment before the unit and then after the unit and look at the results from both and see how they've learned.
Kahoot is a great way to assess students learning and is an important tool that teachers can use!

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One of my favorite sites to use when teaching math is Desmos. While the site is mainly used for its free, online graphing calculator, there are lots of other uses for it, as well. One thing that I find fun and useful is the activities that can done. The website, itself, has a large selection of activities that cover a wide range of topics, but if you can't find an activity that works for your class, you can make your own activity.
The beauty of this site is in its versatility. I've used it as a graphing calculator, as a resource to teach new material and as a way assess students. This could be used as a tool for summative assessment, but I like using it more for formative assessments. The desmos activities make doing formative assessments easy because it collects all of the data from the students work and makes it available to the teacher. This simple compilation of data makes it easy for the teacher to quickly analyze the students work and to adjust instruction based on the results.
Of course, there are some downsides that can make desmos difficult to use in a classroom. Since it is an online resource, students and teachers need to have access to the internet and to a device that can access the internet. Many schools today have these provisions, however, and I anticipate that to be more true in the future.

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Assessing literacy in the classroom is essential in order to ensure students are grasping the key concepts and achieving desired outcomes. As discussed in the "Disciplinary Literacy Assessment" article by Gillis and Van Wig, incorporating and evaluating formative and summative literacy assessments is crucial. One of the greatest assessment resources I look forward to utilizing in my classroom is Quia (more information can be found on https://www.quia.com/). This is an online service that allows educators to assign surveys, comprehension quizzes and other activities that could be applied to vocabulary instruction and re-enforcement. Quia is available to teachers for a free trial, otherwise it costs a small fee to use regularly. This would be most practical to implement in a 1:1 technology school, however, as long as students have access to any device that can connect to the internet, Quia could be accessible for all. I would use this tool to assess learning by assigning activities that check for understanding to determine which vocabulary terms students are most comfortable with. While I could assign quizzes or other assessments to more formally check for understanding, I could create fun vocabulary games from a pool of terms and concepts I want students to understand. From there, I could evaluate which terms or concepts students are struggling with and provide additional instruction. To incentivize students to complete the Quia activities, I could assign participation points for successful completion of any activities activities (for example, students would need to complete the games or quizzes until they earn a 90% in order to earn maximum credit and can redo as many times as they would like). I would see myself using Quia for the games feature more than the quiz feature, as these would be more fun and engaging for the students and most likely add some variety instead of completing a standard quiz. One additional feature that I like about Quia is that I can copy activities and wordbanks from one course or school year to another, and even collaborate with other teachers and use the vocabulary activities they have already created as part of my classes.

I recognize that if I choose to use Quia in my classroom, technology might be a barrier for some students. Regardless of my ability to use Quia, I will always use exit tickets to check for vocabulary understanding. One strategy I have already used as an undergraduate teaching assistant is the “Pit, Peak and Seek” exit ticket (see example here: https://docs.google.com/document/d/16KynzQOqckUelKx8NnuTq_lqMTUS-3Vm50IBXzxUr4Q/edit?usp=sharing) . Students first identify a “pit,” which is their least favorite part of the class. I can work to remedy any problems or challenges with the curriculum by reviewing this each day, and I have noticed that many students who struggle with some of the concepts will use this as a spot to “vent” to me so I know which students could use some additional support without explicitly saying that they need help (which is explicitly addressed in later on in the exit ticket via the “seek” section). Next, I have students identify a “peak,” which is writing down their favorite concept or activity from class. Finally, students identify what they wish to “seek” from me, that is, what questions they have regarding the content, or perhaps what resources or information they would like in order to enhance their learning. I then follow-up with students to provide them the help or resources they desired. While this activity seems rather simple, it does help me know how I can best support students. To assess vocabulary comprehension specifically, students could still use this format, but just write their least favorite or least applicable term(s), most favorite or applicable term(s) and what term(s) they need additional support with.

Overall, I look forward to implementing new and creative assessments to check for student understanding as it relates to vocabulary. No matter which strategies I choose to implement, I know that formative and summative vocabulary assessments will shape my teaching and approach to vocabulary instruction. I look forward to reading each of your ideas!

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Like others have mentioned, Kahoot (https://kahoot.com) and other resources like it are a great way to assess student understanding and literacy in a one to one classroom, or if there is access to a Chrome Book Lab. One of the weaknesses of Kahoot is that it doesn’t work very well with general math problems, for instance, solve this equation for x or find the least common multiple. The problem is it assesses solving speed as opposed to understanding and accuracy. However, Kahoot can be used to assess specific aspects of the content. One example would be to set up a Kahoot with a bunch of graphed functions and then the questions would ask students to name the x-intercepts and y-intercepts (identify vs. compute). That way the teacher can assess visual and media literacy that is critical to understanding math textbooks.

One assessment tool mentioned in the course materials that I see many uses for is the exit ticket (https://www.youtube.com/watch?v=q6fG4FmibEQ&feature=youtu.be 4:00). Like mentioned above, a teacher could easily print a visual like a graph or geometric figure and ask students to identify specific pieces, testing that visual and media literacy. However, the exit ticket is a more versatile tool so it could also ask simple computational questions, request definitions, and even sample practice test questions. The beauty of the exit ticket is that the teacher can leave as little or as much time as deemed appropriate for the task. The flexibility of the tool makes it extremely handy for the teacher, who can assess student understanding in numerous ways.

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I think the tools you can implement in terms of assessment definitely depends on your access to technology. If you are a one to one school, Kahoot is a great tool to use. It is entertaining way for students to test their knowledge and for you to assess student understanding of a topic. Also if you want a more thought provoking responses from students, you could use Socrative (https://www.socrative.com/). Socrative allows you to create questions that students can answer by themselves about the lesson. This tool can provide students with instant feedback on their answers and provide reasons for the correct answer.

If your classroom is not one to one technology wise, you can use plickers like a few other students have mentioned during your teaching of a lesson, so you know instantly whether you need to spend more time on the topic or you can move on to the next topic. I think this is great because you are able to tailor your lesson to the needs of your students instantaneously instead of waiting until the next day. Additionally, a worksheet exit ticket is also a way to assess student comprehension and understanding of the day's lesson and will tell you what to do in terms of future lessons.

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One assessment tool that I've seen be helpful in mathematics courses that I'm observing in is team tests. This is not a specific app or program, but just a general assessment tool. Groups of 3-4 students will be given a practice exam the day before the actual test and then will take that practice exam together. During the team test, they are able to talk to one another and figure out problems together, but are not supposed to ask the teacher (it is supposed to simulate a real exam). This helps to alleviate student anxiety and apprehension regarding the upcoming exam by giving them a reality check on what they do and don't know, and whether or not they can complete the exam in the allotted time. The whole team turns in one exam to be graded (or not, depending on teacher's preference). Some variations on this idea and discussions about its effectiveness can be found here: https://www.facultyfocus.com/articles/teaching-professor-blog/group-testing-taking-options-consider/

Another assessment tool I like is  socrative (socrative.com). This is pretty much like Kahoot, but it also allows short answers and has a game play mode (Space Race) where teams can compete at a more mild pace because it is based on answering a certain number of questions correctly, not in a set amount of time. I find that kahoot gets a little competitive sometimes. Socrative also allows exit tickets to be completed online, and allows teachers to give feedback along with the correct answer, which studies have shown helps students more than just the correct answer. There is a very brief article here (https://technologypursuit.edublogs.org/2017/06/11/choosing-the-right-qa-response-game-kahoot-quizizz-quizalize-or-socrative/) that compares and contrasts four different assessment apps.

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At the middle school I am at, I have been using Quizlet quite a bit with my ELLs to modify their content class study materials and summative tests. Quizlet (quizlet.com)  has wonderful functions such as editing flashcards with some stock images already loaded that you can choose from. Quizlet has test function with different modes such as matching, fill in the blank, multiple choice, short answer, etc.

Another website that is similar to Quizlet is Gimkit. Gimkit (gimkit.com) allows users to get "paid" while studying for assessments and has Quizlet attached to the Gimkit website. It is a fun way to study or compete with other classmates by earning/losing money.  The teachers who have used it has told me that students are focused up to an hour while learning FL (foreign language) such as French and Spanish or TL(target language) such as ELLs learning English.

FUN FACT: For my practicum discussion posting for a different class, I have already created a Padlet with the only 3 other colleagues in my program to start a conversation around modifying assessments and so if you are interested in checking that out for VIEWING purposes only, here is the link---> (https://padlet.com/tayl1004/7je6z9ue6hgt). This Padlet will be ongoing for the next two weeks so there are only a couple of posts so far.

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I see that Molly stole my favorite tool already. ;) I have used Plickers (www.plickers.com) in another class already and I plan on using it in the future during my student teaching. Plickers is an awesome combination of high tech with low tech. I have run into issues with giving students devices and going to a one to one approach. Students easily get distracted on their devices and it wastes time trying to get them back on task. However, I recognize that there are times when it is good to utilize technology for assessment.  Plickers eliminates the issues of students getting distracted because students are given a response card that is specific to them.  They are able to answer multiple choice, true/false, and yes/no question by simply changing which side of their card is up.  The teacher then scans the room with their device while students hold up their answers. Answers are also anonymous this way as well.  This leaves the power of the technology with the teacher and takes away the typical distractions from students.  Plickers provides teachers with an instant feedback of how their students are doing with content both on an individual and class level.
I would utilize this as my primary means of quickly assessing my students grasp of scientific terms and vocabulary.  For example, if I have just spent a couple days explaining gravity, then I could utilize Plickers at the end of day two to see if I should spend another day or if my students have a good grasp of the material.  I love the speed with which I can quickly gather data on my students that is instantly recorded on my device.  This saves me time as I do not have to correct answers.

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An awesome tool that I have already used in my middle school clinical experience is Kahoot. Kahoot is growing in popularity in schools because it allows students to become more engaged with review games than the typical jeopardy games of the past. It combines fun graphics with a catchy song that allows students to answer a series of multiple choice questions displayed on the teacher's front board. Students each need to have their own device so this could be a challenge is classrooms are low tech, but pays off in engagement if you can find a device for each student to use.

I think this formative assessment tool works very nicely for science, or any other class, where you have units that are vocabulary or concept heavy. Students are competing against each other to get the most questions right and can see when everyone has answered what the right answer was. You can choose the wording of each question so you can make sure as a teacher that you are asking the right questions, that can also involve images to help students make connections to the vocabulary in class, this is a wonderful thing in science.

Kahoot: https://kahoot.com

Another tool that is very similar to Kahoot but does not have the same time constraint is Quizzizz. This allows students to complete the material for correctness rather than speed and uses memes to tell students whether they got a questions right or wrong.

Quizzizz: https://quizizz.com

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Throughout my middle school practicum, I have had the opportunity to work with NearPod (https://nearpod.com/). It is one of my favorite tools to use during a class that has access to technology because it allows me to assess students right during the middle of a class. By incorporating quizzes, and having students draw their thoughts out, I can see how students are processing information as they are receiving it. Then I can modify my own instruction by circling back to a point that was not understood, or jump forward in the lesson to a newer point that students might be having more difficulty with. The quizzes are nice because they allow for low-stakes evaluations, and none of the students feel pressure when completing the quizzes. The drawing aspect is great because students can use their creativity while incorporating the science concepts we are discussing to show me what they know, or do not know!

I also really like gamification tools such as Quizlet Live (https://quizlet.com/features/live) and Kahoot because it adds a fun twist to reviewing for formal assessments. Quizlet live and Kahoot both give teachers access to many wonderful pre-made games, or teachers can create their own games based on individual classroom needs. Students in Quizlet Live can help out their peers to develop correct answers, while in Kahoot, every student is playing for themselves. Kahoot displays statistics, so if some questions were not correctly answered by the majority of students, the teacher can come back at the end of the game to discuss the correct answers. These tools are great because they get students excited to compete, and often there are incentives for doing well on the games that students strive for. Incentives might be token economy cards, candy, or other small prizes that students want.

All of the tools I am referring to do require technology within the classroom, so if the school does not have access to 1-on-1 technology, then I would need to find other formative assessment tools to use. But these are great for teachers who do have access to technology, because they are very interactive and engaging for students.

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Plickers (www.plickers.com) is a free, "low tech/high tech" tool for formative assessment.  Teachers write multiple choice or true/false questions on the Plickers website and display them one at a time to the class. Students are assigned a unique response card that they turn a specific direction to indicate their answer (i.e. if they want to answer "A", they turn the card so side "A" is up). Teachers then use a device to scan the room and collect the answers, which show up in graph form. This is a great tool for classrooms in which students don't have devices because only the teacher needs a device.

Kahoot (www.kahoot.com) is an interactive, game-like formative assessment tool. Teachers create multiple choice questions on the Kahoot website, and students can then join the game (no login required). Classes of students  compete to answer the questions correctly. Students are awarded points based on correctness and speed. At the end of the quiz, the names of the winners are displayed. Unlike Plickers, this tool requires both the students and the teacher to use devices.

I plan on using Plickers and Kahoot to assess student understanding of vocabulary and concepts after viewing texts, such as readings, presentations, and videos. Such formative assessments are vital in that they give me an idea of how well students are understanding the material, thus allowing me to change the trajectory of my teaching to fit the students' needs. For example, I might reteach a concept or word that the whole class is struggling with. I might also differentiate my instruction or readings for groups of students at different levels based on this type of formative assessment. These tools would also be a great way for students to practice and review material, while giving the teacher insight into the readiness of the class to move on.