Formative Assessment by Eva Brown https://padlet.com/ebrownorama/kelb9g8unz1 EDUC-1077 en-us 2017-09-20 17:35:32 UTC 2017-09-20 19:30:14 UTC hello@padlet.com Brandon https://padlet.com/ebrownorama/kelb9g8unz1/wish/189475651
  • Shai McGowan makes a comment, “The students are more willing to take risks in their own learning, when they are not being graded.” I feel that this statement is very true. I live by the motto of “No risk, No reward”, when this is applied to learning it will sum up everything that we as teacher are trying to accomplish. Students want and need to be challenged to a higher level and everyone likes a reward, if a student applies themselves and risk it all they will have a very rewarding experience in the classroom.
  • Anxiety is a very common issue for a lot of students in schools. I think as teachers we need to find different forms of assessment to help students feel more comfortable but still be able to know where the student is at.



    • ]]>     2017-09-20 18:11:01 UTC https://padlet.com/ebrownorama/kelb9g8unz1/wish/189475651     Sean https://padlet.com/ebrownorama/kelb9g8unz1/wish/189476459 Comment 1: formative assessment is key in an industrial arts area. It can be hard to see just how well a student understands a certain process until you see the end result. For example, when sanding a project it is clear if a student knows what they are doing when it is done. If learning has taken place, there will be no marks. If there are streaks and lines cut into the wood it is evident the student missed the mark and it is too late to correct. The fist to 5 method would be a good choice for quick knowledge checks while on the go. 

    Comment 2: I think paper and pencil methods are going the way of the dodo bird, like the exit slip. I like the concept but chances are they are not going to get filled out or if they are they could be rushed and not completed accurately leading to the misrepresentation of information. I like the idea of using a pre made kahoot in this sense because it presents itself as a game but still gives the teacher valuable info on how their class is doing and where they may need to spend more time. 


    ]]>     2017-09-20 18:12:28 UTC https://padlet.com/ebrownorama/kelb9g8unz1/wish/189476459     Ysa https://padlet.com/ebrownorama/kelb9g8unz1/wish/189476777 Comment 1. 
                  As mentioned in the article, with every type of formative assessment there are pros and cons. The “Gesturally” method seems to be the quickest, efficient and most convenient method of formative assessment, but I personally feel like… this method could also be flawed due to the fact that some students may be insecure about being on the “low side” of knowing the subject content. Especially if there are students in the class where most students have had previous experience and knowledge about the subject, because at times even with myself, if I feel like my understanding is a 6 out of 10, but everyone else’s is a 9 out of 10, I feel the need to at least have an 8 out of 10 understanding. 
    This problem of being embarrassed about not knowing can also be prevented by creating a comfortable classroom culture where everyone accepts everyone’s way of understanding and learning 

    Comment 2.
    My favourite type of formative assessment is the “Get the Goof” method. I really like it when the teacher does it, especially when they go through with the act and make the students think that they really meant to make the mistake, but the students are smart enough to know it was an act. This method catches the students off guard and by doing this method, as a teacher you realize who is paying attention in a ‘real life’ situation. 
    ]]>     2017-09-20 18:13:01 UTC https://padlet.com/ebrownorama/kelb9g8unz1/wish/189476777     Brecka https://padlet.com/ebrownorama/kelb9g8unz1/wish/189477330  1. The test anxiety from graded tests is so true, and is terrible way to evaluate students. Unfortunately in a society that currently uses grades to prove who understands something its tough to not use any marked tests in a class. One day though perhaps we will have all our assessments as unmarked tests, where we look for comprehension and understanding instead of what mark to give the student
    2. Get the goof, is it wise for the teacher to write a problem and answer wrong and have the students look for the error? Im worried that this could cause more problems than good for the majority of the class as the students that are struggling with that type of problem may become even more confused on how to properly solve or complete it
     

    ]]>     2017-09-20 18:14:00 UTC https://padlet.com/ebrownorama/kelb9g8unz1/wish/189477330     Rachel ;) https://padlet.com/ebrownorama/kelb9g8unz1/wish/189477369  
    • “Students also tend to get anxious when grades are assigned, and anxiety often times prevents a teacher from seeing the true understanding.” I think that the author brings up a few good points here. Grades do tend to make students get anxious, and I think this anxiety stems from the fact that lots of assignments and projects are marked not based on certain criteria, moreso to the teacher’s judgment. When students don’t understand how they are being graded, the anxiety sets in. It is up to the teacher to provide a strict marking criteria for the students so the students know what it will take for them to get that A+. 
    • “In my opinion, as soon as you grade a formative assessment, the learning stops. Students view it as a one and done type of assessment” The author is saying that classes should have more assignments/assessments that are not worth marks. I totally agree that the more that students feel as though their assignments and projects are more “for the fun of it than for marks”, it takes the stress off their shoulders and their work is a lot more accurate in showing what the students have learned. The only problem here then is that the students will then have no motivation to do the assignments. 
    ]]>     2017-09-20 18:14:04 UTC https://padlet.com/ebrownorama/kelb9g8unz1/wish/189477369     Amelia https://padlet.com/ebrownorama/kelb9g8unz1/wish/189477578 1) I liked the idea of Goof the Teacher, however I can see how some teachers may be hesitant to use this strategy. We’re told we will be ridiculed by our students if we show any weakness or inferiority in front of our students. On the other hand, if a teacher shows that they are flawed and make mistakes as well, it can create a better relationship with the students and create a more open environment in the classroom.

    2)Is there a way for students to continue the learning once summative assessment has occurred?

    ]]>     2017-09-20 18:14:27 UTC https://padlet.com/ebrownorama/kelb9g8unz1/wish/189477578     Anonymous https://padlet.com/ebrownorama/kelb9g8unz1/wish/189477610
    1. I agree so much with this article. High-five are something we all do, but realizing it is a form of feedback is cool.
    2. This list of formative assessment really helps new teachers realize different type of assessing a student. Awesome!
    ]]>     2017-09-20 18:14:32 UTC https://padlet.com/ebrownorama/kelb9g8unz1/wish/189477610     Daniel https://padlet.com/ebrownorama/kelb9g8unz1/wish/189477689
  • Formative assessments are: Quick. Should not take up a whole class but rather only 5 or 10 minutes. 
    Not checking for mastery of skills. They are just checking for basic understanding of something. 
    Not graded. This takes away the anxiety for students of being graded on a task. Requiring feedback from the teacher. Whether it be face to face or just a simple high five or well done.
  • There are so many ways and tools to use to do formative assessment that you can make it fun for the students. The important thing is that it is done for the benefit of the learner. 

    • ]]>     2017-09-20 18:14:40 UTC https://padlet.com/ebrownorama/kelb9g8unz1/wish/189477689