As I wrap up my current thoughts on assessment and begin prepping for the upcoming school year, I decided to reflect on what I’ve learned and what I believe. I said it from the beginning that assessment in the classroom is beneficial, can take many forms, and needs time. I still agree with these sentiments and found an abundance of research to support it. My Three Beliefs:Assessment is beneficial.First, assessment is beneficial to use in the classroom, if crafted and used properly. A quality assessment can provide a teacher with the data they need to inform further instruction, address students who need remediation, and understand where students are in their learning progress. A quality assessment can also allow students to understand the goals they are attempting to achieve and access where they are at in meeting them. Teachers can use assessments to communicate with students and give them feedback on their progress. Teachers also can receive feedback on what needs to be retaught or misconceptions that need to be corrected. To design this quality assessment, teachers must begin with the learning goals first. Meyer et al. (2014) state, “Clear learning goals are the foundation of any effective curriculum. Only by clarifying what we want to accomplish and when-in the next 10 minutes, in the next lesson, in the next year - can we begin to consider what assessments, methods, and materials will be most effective” (p. 70). Once clear goals are established, teachers can begin to craft lessons and assessments that acquire students’ understanding. By everyone knowing the goals, students and teachers can both find success in the classroom and see the benefit of assessments. Assessment comes in many forms.Assessment can come in many different forms. However, again, they need to be of quality no matter the form and keep the learning goals as their focus. Right now, at least in my experience, this is not the case, for multiple reasons. According to Lorrie A. Shepard (2000), “many teachers rely on a traditional, pre-test-posttest design to document student progress, but then do not use information from the pretest in instruction” (p.11). This system of pre-test and post-test has become ingrained in many classrooms, as teachers are asked to provide data showing student growth. While this could be used as a growth measure, many teachers, as Shepard suggested, do not analyze the pre-test data enough to adjust their instruction. Also, many assessments today force students into using memorization strategies to do well, instead of applying concepts they’ve learned. After Black and Wiliam reviewed 578 publications, it was determined that most classroom assessment today “typically encourages superficial and rote learning, concentrating on recall of isolated details, usually items of knowledge which pupils soon forget…” (Hattie and Timperley, 2007, p.101). Students study and memorize content, only to forget it after the assessment. This is unacceptable and teachers need to focus on creating assessments, whether electronic or on paper, that are of value, are goal-focused, and do not promote recall in any way. Assessments can take many forms, but they need to have a quality purpose at the same time. Assessment needs time.In order for assessments to be beneficial and engaging, teachers need time, support, and collaboration to create them. When designing assessments, Hattie and Timperley (2007) suggest that teachers should be “devising assessment tasks that provide information and interpretations about the discrepancy between current status and the learning goals at any of the three levels: about tasks, about the processes or strategies to understand the tasks, and about the regulation engagement, and confidence to become more committed to learn” (p.101). That way, teachers are providing students with information about the task, the process, and building their confidence to achieve the designated learning goal. That needs time. Many researchers also recommend that teachers get collaboration time, in order for other teachers to examine and critique teacher-made assessments. Wiggins and McTighe (2005) wrote, “Participants in peer review sessions regularly comment on the value of sharing and discussing curriculum and assessment designs with colleagues” (p. 27). This collaboration can allow teachers to receive feedback and share ideas about their assessments. It also enables their assessments to be checked for bias, which helps all students show their understanding in the most accurate way. This all takes time and teachers need it to create valuable, creative, engaging, goal-oriented assessments. Change in Beliefs:While my views on assessment never really changed, they did become stronger reading through a lot of the research. Every time I was introduced to a concept, like feedback, universal design for learning, game-based assessment, etc., it always seemed to connect to one of these main ideas. I really appreciated updating my Assessment Design Checklist with new criteria for teacher-made assessments. In my first blog post about assessment, I stated that assessment is beneficial due to the feedback that teachers and students receive. While this is true, that can only happen if students truly understand the learning goals and the assessments align with them. I’d always thought about making my assessments more goal-oriented and that is supported by research. Black and Wiliam support this statement by stating, “...pupils can assess themselves only when they have a sufficiently clear picture of the targets that their learning is meant to attain” (p. 143). The self-assessment is something that I feel I don’t challenge my students to do often, especially when I’m not confident they understand the true learning targets. However, that piece is vital to making an assessment beneficial in the classroom and therefore, it would be a phenomenal contribution to my learning environment to make some changes. Application of Beliefs:Learning more about how assessments should really assess the learning goals made me think that my classroom as a whole should be more goal-driven. Students should understand the goals and be able to successfully self-assess their progress toward those goals. A lot of my 8th-grade Literature class is about preparation for high school and if students can master the goals in my class, they are more than ready to continue on in their journey. Black and Wiliam (1998) argue, “What is needed is a culture of success, backed by a belief that all pupils can achieve” (p.142). This belief system is definitely something I want to promote with my students, where students support one another as we all work to obtain the same goals. Hopefully, by changing the mindset in my classroom and promoting the achievement of goals, students will be able to take ownership of their learning and truly put in their best effort. The assessments then serve as self-assessments and opportunities for me as the teacher to inform and support my students. For example, instead of asking students to recall details of a book they read, I will challenge them to cite evidence from the novel that supports their response to a given prompt. This shift in mindset was crucial for me and I hope it will be for my students too. With everything going on in our world today, the assessments that I create should not only be goal-oriented and engaging but also free from testing memorization and promoting any bias. “Perhaps most important, assessment tools should be just as diverse as the students who take them” (Milner, 2018, p.88-89). Assessments should be diverse in all types of ways, from form to goal to task. This will cause students to feel more engaged in my class, which may support them to become lifelong learners. According to Gee (2003), “...most important, people need to be able to learn to be literate in new semiotic domains throughout their lives” (p.19). Students need to learn all kinds of content throughout life, but by establishing clear goals and assessing themselves along the way, students are on track for success both inside and outside the classroom. ReferencesBlack, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. The Phi Delta Kappan, 80(2), 139-144, 146-148.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave Macmillan. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. Meyer, A. Rose, D.H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield, MA: CAST. Milner, H.R. (2018). Confronting inequity/assessment for equity. Educational Leadership, 75(5), 88-89. Shepard, L. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14. Wiggins, G.P. & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
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After receiving feedback on my formative assessment design, I’ve added some details to my assessment to make it stronger. Here is what I came up with:
Background
In my eighth-grade Literature class, we write two large essays. And yes, I said we, because I write them too, to model the structure for the students. Before we start the essay, I give the students the rubric, which they refer back to constantly throughout the unit. While that is beneficial, I think increasing the amount of formative assessment within the unit would allow for more feedback, more self-reflection, and more information on what to reteach. Here is the assessment:
Purpose and Bigger Picture
This assessment will correspond well with the Common Core State Standards that I teach. It aligns with standard 8.1.A., which is all about introducing a claim and reasons logically. This assessment also allows students to analyze if they are on the right track and if they are understanding the concept. While this assessment may lend itself to feedback on the specific task, there may be times when I need to comment on the process of achieving the task as well. Since this is one of the first assessments of the writing unit, students will begin to understand that if they don’t meet this crucial goal, they cannot move on to the next step. This quick formative assessment gives me data to see which students I may need to target for reteaching during our remediation time.
Description
When writing these essays, I spend a day or two on each component. One of the most challenging concepts for my students is the thesis, or in terms of their argumentative essay, the claim statement. It is important to note that the students are allowed the freedom to choose their topic and stance for their argumentative essay, so all of their claim statements are different. A basic, but well-structured claim would be written like: "Smoking cigarettes should be made illegal as it is unhealthy, expensive, and hazardous to others." This claim is strong and also provides the reader with the main points of the argument and the supporting evidence that will be provided throughout the essay.
Pre-Assessment
As I mentioned above, this assessment would serve as the first formative check, to make sure the students and I understand that the task has been grasped before we continue. Before this assessment, I have distributed the overall rubric for the summative assessment and informed the students of the individual goals that we will be trying to meet. We will have also discussed why essay writing is an important skill and compared our goals or learning targets to the rubric for high school writing. The first step in our essay writing process is brainstorming, so students typically have figured out their topic and have some basic logic to support their reasoning before writing their claim. Right before this assessment is given, I have modeled and drafted several examples of a proper claim statement, including getting rid of “I think” or “In my opinion,” as well as being sure to include the reasons that a student might have for their claim. My modeling is very dramatic and repetitive to make sure that students understand exactly how to write their claims. I wanted to be abundantly clear with the goal and the reason we strive to achieve it, so I added it as a few reminders into the Google Form.
Instructions and Use
As we wrap up the day’s lesson, I will ask students to get their assigned Chromebook from the cart. I will then verbally and visually (on the projector) inform them to go to their Google Classroom, where I have sent them this form to fill out. I will make sure to tell them to take it seriously. They can use their notebooks to copy their statements and may put their computers away once they have submitted the survey. I will then walk around the room answering any questions and monitoring computer use. This way, students are practicing their use of the computer, Google Classroom, and Google Forms. I've also considered making this form into more of a discussion board (like Padlet or Google Jamboard) for students to be able to help one another, which will be extremely beneficial if students are taught remotely this year. Upon receiving their answers, I can quickly flip through and see who has met the task, who may be struggling to come up with reasoning, who may need sentence structure help, and possibly even who may need help with spelling and grammar.
Post-Assessment
The issue then becomes how to give students individualized feedback. I cannot comment back on the information they have provided me directly. However, it was suggested to me that I could look at the data and place students into groups based on their responses. That way, they could collaborate and help one another achieve the goal. I also changed the form to offer a question about what the student would like feedback on the most, because then I know which element to prioritize when giving feedback individually. Once I have provided feedback and have collected data on who may need reteaching or assistance, I ask those students to come in my room for our remediation time, which currently occurs three times a week. I sometimes work with students one on one or reteach and model to the entire group. I start brainstorming and discussing with small groups on how they can assist each other. By then hopefully, they have met the target and are ready to continue. In class, we move along to creating an introduction using our claim statement, developing body paragraph structure, citing evidence properly, and drafting a solid conclusion. All of these elements deserve a similar formative assessment, as only in this way will students be able to self-assess and receive feedback. At the end of the unit, students will have revised and submitted their final essay as a summative assessment of their work. I believe this assessment is important as a checkpoint in the summative process and achieving one of the first steps.
Future Plans
I would love to find a different tool to host this assessment, because I want students to fill it out and I can give feedback to them based on their responses. With Google Forms, there aren’t a lot of options for me to give feedback to students. Once submitted, I would like to be able to quickly read the data (not in a spreadsheet) and type a comment back to them that they will then receive electronically. I’d love to leave comments that not only affirm to students that they have crafted the sentence correctly, but also give them feedback on how to develop that topic or evidence even further. By typing a comment somewhere, their feedback is private to them and I can request for those students to see me during remediation. I like the questions I am asking and the data that I will hopefully acquire. Hopefully I am introduced to a tool that does just this in the near future.
Upon completing my Assessment Design Checklist, I realized that something was missing. Yes, assessments should connect to learning goals and promote deeper understanding. Yes, they should allow for feedback and align well with concepts in a given school district. Yes, they should be accessible and engaging, but shouldn't they also be fair? With today's news surrounding the Black Lives Matter movement, it was definitely important to me to promote equity in my classroom as well. Teachers need to be more mindful about what biases they may bring into their schools, whether they feel they have biases or not. It's important to become more knowledgeable about bias and how it impacts certain students. Therefore, I revised my checklist to include a criterion surrounding equity and removal of bias in an assessment. Check it out here or below:
I finally had to tell myself to stop. I never knew that designing a game could be so engaging. I spent hours playing, creating, and developing a game-based assessment and truly had fun doing it. My last blog post referenced how I was having trouble coming up with an idea, but I kept coming back to the idea that I wanted to make my semiotic domain of grammar and language applicable to the real-world, using situations they may find themselves in in the future. I also wanted to allow for the procedural rhetoric to include my classroom concept of trying. Students should be able to try again with minimal to no consequence, so that they continue growing and are not discouraged, especially with grammar skills that are essential for writing. Most writers go through revision, so I like that students can try without consequence and continue to ideate.
Therefore, the assessment I created (available to be played below) is based on the Game of Life, the board game that was created in 1860 by Milton Bradley. Using Twine, I added in tasks that involve basic grammar skills, like punctuation, capitalization, spelling, and more. These skills are important and are required for students to know in the Common Core State Standards that my district and state have adopted. The game allows players to go on a journey, choosing college or career, occupations, etc., but instead of action cards, players have to answer grammar questions based on the path that they choose. They lose and earn money, just as they would in the board game version. There is no dead-end, so students can continue to try and answer the questions correctly. However, once they make a major decision, they cannot go back and change their mind. The game is not quite complete yet, but the concept is there. The idea of this game gets much more complicated when thinking about how to use it to access students’ understanding of grammar skills. Many of the students will pick different paths, earn different amounts of money, and complete the game at different times. The best way for me to grasp what my students understand would be through observation while they are playing. If a student is taking quite some time on a question, I may note that for individual help later. If a student has completed their journey in five minutes, I know they are ready for extension activities. At the same time, I thought about adding a survey at the end, asking questions like “What path did you take?” “What questions were the hardest?” “What questions were easiest?” By doing so, I could get important data on what may need further instruction. A survey like this would also allow for some students to self-access their experience and reflect on what skills they may need more assistance on. When comparing this assessment to my Assessment Design Checklist, it corresponds well with the Common Core State Standards. I don’t know that it could be used to prove that students have mastered these skills, but it could provide opportunities for discussion and reflection. This assessment doesn’t promote recall, as the situations and scenarios are new and vast. I can give feedback to students on their progress, on their completion, and potentially on their feedback about the game. I think it will keep students engaged, as I know I was engaged while making it! While it still needs a lot more levels and steps, it is headed in the right direction! When thinking about using gaming as an assessment in the classroom, there are many factors to consider. First, Gee (2013) states that the semiotic domain or “any set of practices that recruits one or more modalities...to communicate distinctive types of meanings” needs to be examined (p. 18). This could be a variety of subjects, which then get further defined by the internal grammar (content) and the external grammar (social practices and identity) of the domain. For example, in my classroom, my semiotic domain is Literature overall but that can be broken down into reading literature and informational texts, writing, speaking and listening, and language. Throughout the year, students begin to understand that these skills are essential to success in high school and in life. I teach that it doesn’t matter if you go on to be the next classic writer, the basic skills are essential for all. They begin to see that readers and writers collaborate with one another, share ideas, and gain inspiration and evidence from one another as part of the external grammar. The motto of my classroom is to try, because as middle schoolers if the students refuse to even attempt the work, it’s hard for me as a teacher to help them. This procedural rhetoric allows my students to really dig into the content within my domain. It truly shows students that hard work and effort are necessary, which is definitely true in the real world. The answers aren’t always going to be handed to them, and they will have to be willing to grapple with content in order to comprehend it. With this mindset, I think implementing a gaming-based assessment into my classroom is quite intriguing as it would fit in nicely. Brainstorming My Game-Based AssessmentConcept: Originally, when I heard of creating a gaming-based assessment, I really wanted to create a virtual escape room. My students love them when we do them in class and I have even used some virtual ones before. However, after reviewing the software available to me, I’m not sure it appeals to that type of game. Instead, I figured an adventure type game would work, where students could do typical life tasks involving the different subjects. For example, a student (as a future adult) may need to write an email to a wi-fi company about some issues he or she is having. I could write a draft of the email and ask them to correct some common mistakes. I have to play around with the software more to see if an end goal (like escaping the room) is possible. I also have to consider what happens if a student answers incorrectly, but that will also depend on the capabilities of the software. Does there have to be a consequence? Can they try again? If they can, it would really connect the rhetoric of my classroom with the procedural rhetoric in the game. Content: When thinking about what this game would be assessing, I thought it would be best to pair an engaging game with content that students might find less engaging. Every year, I do a massive grammar review, as some of my eighth-graders cannot identify complete versus fragmented sentences and are all too familiar with the comma splice. These skills need to be corrected to improve their writing, but the students often find it challenging and boring when some of the rules just have to be memorized. By reviewing these concepts using a game-based environment, students will feel they are more applicable to situations in the real world and feel more inclined to understand these concepts in the proper manner. The game would include content like using complete sentences, identifying fragments, correcting spelling, capitalizing, punctuating properly, and using active or passive voice. Use of AssessmentIn my head, I think it would be smart to allow students to play the game before we’ve reviewed any sort of grammar concept. By doing so, students can begin to self-assess what they already know from previous classes and I can observe what may need to be retaught. That way, I’m not causing them to sit through material that they already understand and the key concepts that need to be reviewed will appeal to the students. Then, after reviewing the concepts, students can play the game again, and hopefully find success, whatever that may look like. I, once again, can observe, and provide feedback to individual students on their progress toward the goals. I can make note of students who may need more support or individualized practice. I like that the game could potentially be used as a formative and summative assessment. I also think it would be beneficial for the students to see how some of these rules and concepts apply to the outside world. It would improve their engagement in the content. Connection to Assessment Design ChecklistWhen comparing this idea of an assessment to my assessment design checklist, I think it has the potential to mesh well. If designed properly, it will align with the learning targets and goals for my curriculum. It will also allow me to give observational feedback that is timely. Some of this assessment will promote recall by the students, especially if I do choose to allow the students to play the game twice. However, they will also be applying knowledge to real-world situations, which promotes deeper understanding. This assessment would align well with district initiatives as many teachers have expressed the need for a grammar curriculum or at least resources with assessments. Our most recent assessment can be found here. This game would be much more engaging and students would feel more motivated to show their knowledge. I’m excited to get creating! ReferencesGee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave Macmillan.
On top of deeply analyzing Google Classroom as a course management system and a place for assessment, I wanted to try out one of the new features it is offering. Google Classroom recently added the rubric feature, which allows teachers to input a rubric and give feedback to students efficiently using that rubric. Students also have access to this rubric at all times, which can be extremely beneficial to their understanding of the learning goals and the progress they are making toward those goals. I decided to showcase the way in which I create an assessment (specifically a writing rubric) and how this new rubric feature supports this kind of assessment. Check out the screencast below: After trying out the rubric feature, I think it could be really beneficial for both the students and the teachers. The assessment chosen by a teacher can match learning targets, does not promote recall, and allows those teachers to provide feedback efficiently. Thanks to Google Classroom, teachers can choose tasks for students to complete and use this rubric feature thoroughly to support students showing their learning in new and engaging ways.
This week, I decided to take a deeper look at Google Classroom and how it can be used for assessment purposes. This course management system (CMS) is the one I am most familiar with, as it was used frequently during my student teaching at a one-to-one technology district, and a system I use often in my classroom today. While our school has no required CMS, many teachers use Google Classroom in our building. Here are some of the features and their implications for assessment: Privacy Policy/Terms of ServiceIt’s important to note that many course management systems (and the companies that create them) gain access to the information that teachers and administrators input into them. However, upon reviewing Google for Education’s Privacy Policy, Google has made it clear that they do not own that information and it will not be distributed to anyone including third-parties. They also state that there is no advertising available in any of the Google Suite products. To enroll in Google Classroom, students must have a valid email address. School districts can require that students only use their school-provided email. When a teacher wants a student to join their class, they have to join with a specific code, which also helps protect the privacy of the virtual classroom. Parents can also be invited by email for transparency purposes. Compared to other CMSs, Google Classroom seems pretty well protected if all they promised is true. FeaturesStream Page for CommunicationOnce a teacher has created a Google Classroom, the first thing they stumble on is the Stream page, which is basically a communication board. Teachers and students (though that can be adjusted in the settings) can post and comment. All of the posts on the stream are available to all students. Teachers often use this screen to post announcements and reminders. -Affordances: This could be a really great tool for virtual discussion as a form of formative assessment. Teachers or students could start discussions surrounding topics they are covering in class. Students could showcase their knowledge and also seek assistance from others to only further their understanding. -Constraints: The most obvious constraint, at least in my middle-school-geared mind is misuse. Students would definitely have to be given expectations and understand the value of the discussions. Also, unless a teacher were to add every parent by email, many parents would not receive the announcements placed on this page. I also noticed from a student standpoint, there is no way to attach files or photos to the comments, which students may want to post if asking for guidance. Lastly, as a teacher with 150 students, that can be a lot of comments to keep track of and may get overwhelming. -Implications for Assessment: This feature could be great for communication or a quick check-in. However, in regards to assessment, Google Classroom offers more and better options for initiating virtual discussion (see below). I personally do not use the Stream page often and send large announcements to students and parents through our grading/information system. Classwork Page for AssignmentsTeachers have the option to provide students with a variety of different assignments using many of the different G-Suite tools (Docs, Sheets, Slides, Forms, etc.). A teacher can choose to assign students an “assignment” to complete, a “quiz assignment” using Google Forms, a “question” to provoke discussion or “material” to analyze. All of these assignments can be organized into topics and each assignment has room for specific instructions and point values. Students can complete and submit assignments all through Google Classroom and the G-Suite tools. -Affordances: Google for Education has made it extremely easy to send out an assessment to students. Students can also easily complete it and submit it with ease. Once students get comfortable with what Google Classroom has to offer and how it functions, they can really begin to express their understanding through the assessments provided to them. All of the assignment options provide students with the opportunity to showcase their knowledge, including the Question option, where teachers can send out a question for students to discuss virtually, similar to the Stream page. The quiz assignment feature allows for teachers to create a Google Forms quiz which can give students automatic feedback on their understanding by the use of an answer key. -Constraints: The largest constraint I find is that it feels like Google Classroom almost forces teachers to be the ones to provide the assessment. To be more specific, I think the biggest issue is the lack of student choice. If a teacher assigns a worksheet online, the student must complete the worksheet. If a teacher has already created a quiz, the student must take the quiz. There are opportunities for teachers to give students some choice through Google Classroom, but many teachers do not take advantage of that option. For example, teachers could post a rubric (see the grading section below) and students could create their own project using any of the G-Suite tools. However, for some reason, in my experience, this doesn’t happen often. Teachers often stick to uniform assignments that are led by them, which constrains the students’ choices. -Implications for Assessment: Assigning assignments or assessments to students in Google Classroom is quite easy and for most students engaging. However, it is clear that not all students will love assessments given through technology or by a certain technology tool. By allowing students to have some choice, teachers might see students more willing to express their knowledge and understanding on an assessment. Grading Page for FeedbackTeachers are able to view students’ work in Google Classroom at any time. They can provide feedback by commenting on the individual student’s work. These comments are private to that particular student. However, these comments can be saved to a comment bank, where teachers can use the same generic comment for multiple students. Teachers may also use the Google Forms and “Quiz Assignment” feature to have the assessment be automatically graded. Google Classroom also just introduced a rubric feature, where teachers can create a rubric for an assignment that students constantly have access to. Teachers then can use this rubric to assess students’ work upon submission. If a teacher awards numerical grades, Google Classroom can keep track of them and has a grade book style organization. -Affordances: Google Classroom gives teachers many opportunities to provide feedback on various assignments and assessments. By adding the rubric and comment bank feature, teachers can quickly and effectively provide the feedback necessary for students to self-assess and understand where they need to improve. -Constraints: If a teacher is using numerical grades, Google Classroom does keep track of them. However, these grades are not public to parents, unless parents are invited to the Google Classroom. Many schools use a Student Information System (SIS) to house student information and grades. Therefore, if a teacher grades an assessment in Google Classroom, the grade also has to be logged for parent/administrator access in the SIS software. Google for Education is currently working on a syncing feature to allow Google Classroom grades to automatically transfer to the SIS and is beta testing this feature with certain SISs. -Implications for Assessment: Google Classroom has really done well with giving teachers opportunities to provide valuable feedback that students need in the classroom. This aspect of Google Classroom continues to grow to allow more opportunities for feedback and communication of learning goals. Other FeaturesGoogle Classroom’s overall design is very user-friendly and allows for accommodations and modifications to be made on assignments for students who need them. Besides being a website, it also can be downloaded as an app on a phone, tablet, and even some gaming consoles, which makes it very accessible. On top of all the great tools it offers, Google also provides additional extensions and applications to make the G-Suite tools and Google Classroom more engaging and functional in the classroom. Lastly, it’s free, which is a great bonus! Overall, I really like using Google Classroom as my preferred CMS and I think by analyzing it further, I realized just how fortunate my students and I are to have access to this powerful tool. I look forward to using it in new ways in the classroom in the future.
Well, my checklist for assessment design is complete! Through continued research and reading, I found that assessments also need to be accessible and engaging for all students, so I made that my final question. Additionally, while reading, it was great to see that the research was consistent across multiple studies. Many studies mentioned the importance of formative assessment, the power of feedback for data and self-assessment, the necessity of time and collaboration, and the engagement and motivation of students in the classroom. It was exciting that these themes were repeated in many different scholarly articles, as they came together to support my checklist claims. Check it out here!
After reading more about feedback, I’ve further developed the use of this formative assessment from a few posts ago. Here is what I came up with:
Introduction
In my eighth-grade Literature class, we write two large essays. And yes, I said we, because I write them too, to model the structure for the students. Before we start the essay, I give the students the rubric, which they refer back to constantly throughout the unit. While that is beneficial, I think increasing the amount of formative assessment within the unit would allow for more feedback, more self-reflection, and more information on what to reteach. Here is the assessment:
Purpose and the Bigger Picture
This assessment will correspond well with the Common Core State Standards that I teach. It aligns with standard 8.1.A., which is all about introducing a claim and reasons logically. This quick formative assessment gives me data to see which students I may need to target for reteaching during our remediation time. This assessment also allows students to analyze if they are on the right track and if they are understanding the concept. While this assessment may lend itself to feedback on the specific task, there may be times when I need to comment on the process of achieving the task as well. Since this is one of the first assessments of the writing unit, students will begin to understand that if they don’t meet this crucial goal, they cannot move on to the next step.
Description
When writing these essays, I spend a day or two on each component. One of the most challenging concepts for my students is the thesis, or in terms of their argumentative essay, the claim statement. It is important to note that the students are allowed the freedom to choose their topic and stance for their argumentative essay, so all of their claim statements are different. A basic, but well-structured claim would be written like: "Smoking cigarettes should be made illegal as it is unhealthy, expensive, and hazardous to others." This claim is strong and also provides the reader with the main points of the argument and the supporting evidence that will be provided throughout the essay.
Pre-Assessment
As I mentioned above, this assessment would serve as the first formative check, to make sure the students and I understand that the task has been grasped before we continue. Before this assessment, I have distributed the overall rubric for the summative assessment and informed the students of the individual goals that we will be trying to meet. We will have also discussed why essay writing is an important skill and compared our goals or learning targets to the rubric for high school writing. The first step in our essay writing process is brainstorming, so students typically have figured out their topic and have some basic logic to support their reasoning before writing their claim. Right before this assessment is given, I have modeled and drafted several examples of a proper claim statement, including getting rid of “I think” or “In my opinion,” as well as being sure to include the reasons that a student might have for their claim. My modeling is very dramatic and repetitive to make sure that students understand exactly how to write their claims.
Instructions and Use
As we wrap up the day’s lesson, I will ask students to get their assigned Chromebook from the cart. I will then verbally and visually (on the projector) inform them to go to their Google Classroom, where I have sent them this form to fill out. I will make sure to tell them to take it seriously. They can use their notebooks to copy their statements and may put their computers away once they have submitted the survey. I will then walk around the room answering any questions and monitoring computer use. Upon receiving their answers, I can quickly flip through and see who has met the task, who may be struggling to come up with reasoning, who may need sentence structure help, and possibly even who may need help with spelling and grammar.
Post-Assessment
The issue then becomes how to give students individualized feedback. I cannot comment back on the information they have provided me, which makes me want to rethink the use of Google Forms. I’ve looked into it and it seems the only way to give feedback on Google Forms is by making the form a quiz, where students get right and wrong answers. I can’t really use that in this instance, as there is no right or wrong answer with every student doing something different. However, then what tool does my assessment get proctored on? A Google Doc, so that I can comment on it? I’ve also questioned whether this would be easier to do on paper, which I do currently. Students write their names and claim statements on a notecard and I write on their cards immediate feedback on if they grasped the concept or not. I believe the assessment is important as a checkpoint in the summative process and achieving one of the first steps, but the tool to proctor this assessment is the piece I am still struggling with. Once I have provided feedback and have collected data on who may need reteaching or assistance, I ask those students to come in my room for our remediation time, which currently occurs three times a week. I sometimes work with students one on one or reteach and model to the entire group. I start brainstorming and discussing with small groups on how they can assist each other. By then hopefully, they have met the target and are ready to continue. In class, we move along to creating an introduction using our claim statement, developing body paragraph structure, citing evidence properly, and drafting a solid conclusion. All of these elements deserve a similar formative assessment, as only in this way will students be able to self-assess and receive feedback. At the end of the unit, students will have revised and submitted their final essay as a summative assessment of their work.
Future Plans
I would love to find a tool where students can fill out a form like this one. I like the questions I am asking and the data that I will hopefully acquire. Once submitted, I would like to be able to quickly read it (not in a spreadsheet) and type a comment back to them that they will then receive electronically. I’d love to leave comments that not only affirm to students that they have crafted the sentence correctly, but also give them feedback on how to develop that topic or evidence even further. By typing a comment somewhere, the students' feedback is private to them and I can request for certain students to see me during remediation. Does that tool exist? I’ve tried researching even just a Google extension for Forms, but there doesn’t seem to be one available to do the task I would like. Is there other software that I’m not aware of?
Upon reading more about assessments and how they can be used for feedback, I revised my assessment for design checklist to contain a question addressing whether the assessment lends itself to timely and effective feedback. According to Hattie and Timperley (2007), “...the effects of immediate feedback are likely to be more powerful for FT [feedback about the task] and delayed feedback more powerful for FP [feedback about the process to complete the task]...” (p. 98). Therefore, delayed process-based feedback can be very beneficial to students as they progress toward their learning goals and teachers as they can identify what and who might need reteaching.Check out my checklist here (all of the new content is in red):
Reference
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77 (1), 81–112.
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Jennifer StirlingThis is my #MAET journey! Thanks for reading! Archives
August 2020
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