Lindita Ivezaj, EDU 501 by Lindita https://padlet.com/livezaj/linditaivezaj Assessment strategies for increasing the mathematical performance of my students en-us 2016-07-15 02:52:06 UTC 2024-06-09 08:43:30 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Apple.png Potential Problem to Research (Topic) livezaj https://padlet.com/livezaj/linditaivezaj/wish/116485678 Students often struggle with math concepts. 

Research indicates that American students fall behind students from similarly developed nations on national math assessments (DeSilver, 2015). ]]> 2016-07-16 00:42:51 UTC https://padlet.com/livezaj/linditaivezaj/wish/116485678 Possible Resource - Formative Assessment Strategy  livezaj https://padlet.com/livezaj/linditaivezaj/wish/116486051 "Another strategy is to give students anonymous samples of student work... on a task that requires students to do such work. Students review and analyze   the samples and communicate what is good in the better samples and what is lacking in the weaker ones" (AMTE, 2014).
This article focuses on a great intervention; formative assessment. The quote above describes a powerful task which many math teachers call error analysis. 
]]> 2016-07-16 01:16:28 UTC https://padlet.com/livezaj/linditaivezaj/wish/116486051 Resource Supporting Formative Assessment livezaj https://padlet.com/livezaj/linditaivezaj/wish/116486888 "...students aren’t always self-regulated learners. They may not be aware of what they do or do not understand. They sometimes think they get it, when they really don’t" (Fisher and Frey,  2014, p. 1)
  • I think EVERY teacher can relate to the scenario described above. 
  • Formative Assessment is a way for teachers to trouble shoot what/why students are not mastering a concept. This resource gives many types of strategies (oral, written, performance tasks etc.) for incorporating formative assessment in your classroom
]]> 2016-07-16 02:03:02 UTC https://padlet.com/livezaj/linditaivezaj/wish/116486888 Resource Formative Assessment  livezaj https://padlet.com/livezaj/linditaivezaj/wish/116487365 "Formative assessment is about forming learning— that is, it is assessment that gives information that moves students forward" (Brookhart, p. 102, 2013)

This book has a great chapter on strategies for sharing learning targets with students. 
  • Transparency helps students know what they are learning and why. 
  • Sharing learning targets also implicates students in their own learning.
]]> 2016-07-16 02:44:12 UTC https://padlet.com/livezaj/linditaivezaj/wish/116487365 Research on Formative Assessment  livezaj https://padlet.com/livezaj/linditaivezaj/wish/116487579 "...we believe that the results presented here provide firm evidence that improving formative assessment does produce tangible benefits..." (Wiliam, Lee, Harrison and Black, 2004)

Although this research cannot be used because it was published in 2004, it presents a very interesting and real study describing the challenges teachers face while attempting to incorporate formative assessment. 
  • high-stakes state-mandated testing 
]]> 2016-07-16 03:06:44 UTC https://padlet.com/livezaj/linditaivezaj/wish/116487579 Insight on Assessment Via Rick Wormeli livezaj https://padlet.com/livezaj/linditaivezaj/wish/116487751 2016-07-16 03:21:59 UTC https://padlet.com/livezaj/linditaivezaj/wish/116487751 Possible Intervention - "Redos, Retakes, and Do-Overs" livezaj https://padlet.com/livezaj/linditaivezaj/wish/116487873 Allowing students to redo an assessment is more than an accommodation that a teacher can use on a few students. Giving students the opportunity to reassess on concepts which they have not mastered is establishing a whole new culture and respect for learning in your classroom. 
  • Fixed vs Growth Mindset: allowing redos reflects growth mindset. "The consequence of not doing your work is doing your work." Giving a student a zero/failing grade and not allowing them to a chance to demonstrate their learning at a later date shows that the assignment/learning the content did not even matter.
]]> 2016-07-16 03:28:28 UTC https://padlet.com/livezaj/linditaivezaj/wish/116487873 Possible Intervention - "Redos, Retakes, and Do-Overs" - Part II livezaj https://padlet.com/livezaj/linditaivezaj/wish/116488121 Some insight and clarification of what reassessment looks like in the video below.
Does it matter when students learn a concept? No, we should not treat students like numbers on a conveyer belt. Our grading and policies on assessments should be flexible to account for the fact that students learn at different paces. ]]> 2016-07-16 03:49:21 UTC https://padlet.com/livezaj/linditaivezaj/wish/116488121 More Insight on Assessments  livezaj https://padlet.com/livezaj/linditaivezaj/wish/116488498 "If the student is redoing work because of poor performance the first time, you should have confidence that any increase in work quality actually
represents a reliable increase in learning" (Nitko and Brookhart, 2014, p. 70).

"Changes in the work should be interpretable as changes in learning" (Nitko and Brookhart, 2014, p. 70).

This was a great book required for a different course. It describes effective student assessment in detail. It also describes the multifaceted nature of formative assessments. The are used to diagnose student learning the inform the teachers future lesson plans. Formative assessment also involves students in their own learning. 
]]> 2016-07-16 04:22:38 UTC https://padlet.com/livezaj/linditaivezaj/wish/116488498 Assessment the improve Student Performance  livezaj https://padlet.com/livezaj/linditaivezaj/wish/116488644 Succinct checklist for effective assessments. ]]> 2016-07-16 04:39:01 UTC https://padlet.com/livezaj/linditaivezaj/wish/116488644 Assessment Insight Via Dylan Wiliam livezaj https://padlet.com/livezaj/linditaivezaj/wish/116488726 Wiliam describes the characteristics of good teacher feedback which promotes student growth.

"Ultimately, the only effective feedback is that which is acted upon, so that feedback should be more work for the recipient than the donor" (Wiliam, 2013, p. 18).

"First, knowing the students allows the teacher to make better judgments about when to push each student and when to back off. Second, when students trust the teacher, they are more likely to accept the feedback and act on it" (Wiliam, 2013, p. 18).
]]> 2016-07-16 04:47:58 UTC https://padlet.com/livezaj/linditaivezaj/wish/116488726 More From Dylan Wiliam livezaj https://padlet.com/livezaj/linditaivezaj/wish/116488842 2016-07-16 04:58:11 UTC https://padlet.com/livezaj/linditaivezaj/wish/116488842 References  livezaj https://padlet.com/livezaj/linditaivezaj/wish/116488913 2016-07-16 05:08:14 UTC https://padlet.com/livezaj/linditaivezaj/wish/116488913 Article to Accompany the "Redos, Retakes, and Do-Overs" Video livezaj https://padlet.com/livezaj/linditaivezaj/wish/116501218 Students can learn without grades. So why do we focus so much on summative assessments and their grades? Shifting the focus to formative assessment and descriptive feedback is key.]]> 2016-07-16 23:04:01 UTC https://padlet.com/livezaj/linditaivezaj/wish/116501218 livezaj https://padlet.com/livezaj/linditaivezaj/wish/116501430 2016-07-16 23:16:17 UTC https://padlet.com/livezaj/linditaivezaj/wish/116501430 livezaj https://padlet.com/livezaj/linditaivezaj/wish/116501548 2016-07-16 23:26:10 UTC https://padlet.com/livezaj/linditaivezaj/wish/116501548 livezaj https://padlet.com/livezaj/linditaivezaj/wish/116501572 2016-07-16 23:26:58 UTC https://padlet.com/livezaj/linditaivezaj/wish/116501572