{"content":{"sharePage":{"page":0,"digests":[{"id":"72215552","dateCreated":"1424699963","smartDate":"Feb 23, 2015","userCreated":{"username":"harroldc1","url":"https:\/\/www.wikispaces.com\/user\/view\/harroldc1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/72215552"},"dateDigested":1532760641,"startDate":null,"sharedType":"discussion","title":"The Plainer Truths","description":"Where the reading talks about integrating writing with reading helped to reinforce what we are trying to do at our high school. The teachers, in all subject areas, are using a lot of strategies they have learned in our KtO meetings. They are using writing to read in their classrooms and we found that the students who often struggle are really benefiting from it. They are more engaged and participate more than they have before. The reading says that writing to read can "slow down the teacher's coverage of material." Our school has a block schedule so this strategy works well because our teachers have the time each day to do a lot of small and whole group writing activities. Our students scores have improved a lot within the last few years because we have been using writing in all subject areas and it has improved student comprehension.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"67197082","dateCreated":"1398218366","smartDate":"Apr 22, 2014","userCreated":{"username":"drosey","url":"https:\/\/www.wikispaces.com\/user\/view\/drosey","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/67197082"},"dateDigested":1532760641,"startDate":null,"sharedType":"discussion","title":"The Best Value in Formative Assessment - Old School","description":"This has been a great learning process for me. Formative assessment is one of the areas in which I need to make some strides in order to improve my overall instruction. If I present it in class and the students take notes, they should all understand it, right? This is the obstacle that I need to overcome. The discussion in the article that points out the confusion that many teachers and administrators have concerning formative assessment was right on target. We have been turning in benchmark evaluation sheets now for years. It is almost as if one of our administrators must have sat in on a seminar at one point and thought, "Hey, we need to do that as well." The only problem is that I don't believe that the information is going anywhere after I submit it. It does cause me to be more reflective of my assessments and teaching, but this is really only happening after the fact - in a summative way. I would like to start adding more formative assessments into my bag of tricks. I have used a few different ideas so far. They have worked well in informing of student understanding. I just need to be more deliberate in my use of formative assessment.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"67196600","dateCreated":"1398215670","smartDate":"Apr 22, 2014","userCreated":{"username":"ShellyTudor","url":"https:\/\/www.wikispaces.com\/user\/view\/ShellyTudor","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/67196600"},"dateDigested":1532760641,"startDate":null,"sharedType":"discussion","title":"Formative Assessment","description":"I recently had a very positive experience with formative assessment in my classroom. I completely overhauled how I present my material and my testing methods in my Spanish II classes due to a very good discussion I held with my students after an exam I had given. I used the grades from the test to facilitate a discussion as to why they felt they had scored low on the test, what they felt needed to be stressed more and how they wanted the material to be presented. We came to an understanding on my expectations and theirs. Since this discussion and the changes that were made, their grades have improved drastically along with their participation. It was a long process and very time consuming. I can understand why core content teachers who have so much they must cover and all of the standardized tests they must give have trouble implementing the information that is gathered.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"67182898","dateCreated":"1398173853","smartDate":"Apr 22, 2014","userCreated":{"username":"BrettTozer","url":"https:\/\/www.wikispaces.com\/user\/view\/BrettTozer","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/67182898"},"dateDigested":1532760641,"startDate":null,"sharedType":"discussion","title":"The Assessment Hydra","description":"This article illustrates very well our desire for results and ways to improve. Unfortunately, at times, people take a good idea and use overkill when implementing it. That is why we have so much testing. Below is my overall ideas of how I try to view the assessments and try to stay sane through this current era of over testing.
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\nThe thing about education is that we have always had testing. Teachers have always evaluated the students. The difference is now that we have a government approved way to test which limits our ability to truly assess a student for the specific needs and demands of our classes and community.
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\nI always ask, "How can you test creativity with a multiple choice question?" The answer is, you cannot.
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\nThe use of creativity by anyone only happens when they begin to understand and master the subject matter. Once they feel comfortable with the subject a student starts to play and push the boundaries to see how far they can get, thus stretching the subject somewhere new and completely unique and thus creating something. It doesn't matter if it is poetry, music, sports, sciences, shop classes or home economics, every teacher, if teaching long enough, has experienced a student who can take the subject matter and start to mold it into something new.
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\nAs assessment is used more and more, I find it hard not to question the overall outcome and goal. When a school meets for 36 week (4 - 9 week quarters) and those extreme schools there is testing for 18 of those weeks how will you have time to teach and prepare the students when half of your time with them is teaching the other half is testing.
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\nTry not to think of assessment as a curse word, even though you can spell a few from the same letters. Realize that as a teacher you are always assessing them, in a formative way as you work with your students through the natural give an take of the marketplace of ideas that is your classroom.
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\nAs a teacher and a human being we can only control what is right in front of us, and even that is difficult enough at times. So since there is little we can do to control how and when state assessment happens, we have the ability to control our class and create, using our own creativity, a class that will inspire the students to want to know more about our subject than is evaluated on a test.
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\n(I'll step off my soapbox now, thank you)","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"67182298","dateCreated":"1398172110","smartDate":"Apr 22, 2014","userCreated":{"username":"jenroth712","url":"https:\/\/www.wikispaces.com\/user\/view\/jenroth712","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/67182298"},"dateDigested":1532760641,"startDate":null,"sharedType":"discussion","title":"The Best Value in Formative Assessment","description":"In our district there is constant conversation when it come to formative versus summative assessment. I enjoy giving the children formative assessments because it informs me of what they know and where I need to go. Every year and every student is different. This allows me to make flexible grouping so that the higher performing kids do not get bored and the lower performing kids can get the extra support that they need. Although I enjoy assessing the children in formative ways I also see the need for grades from a parent and accountability stand point. Parents as well as the state need to see the progress through a number. I enjoyed the segment that discussed assessment for learning where teachers have evidence for making decisions. Students are given learning targets that they are responsible for mastering. A students education is very goal oriented and they feel like they have a hand in their own education. The key is how do we make this work in a real world classroom setting? Reduce class size? Become more departmentalized?","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"67161886","dateCreated":"1398091230","smartDate":"Apr 21, 2014","userCreated":{"username":"AnnieClay","url":"https:\/\/www.wikispaces.com\/user\/view\/AnnieClay","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/67161886"},"dateDigested":1532760641,"startDate":null,"sharedType":"discussion","title":"The Best Value in Formative Assessments","description":"The idea that feedback needs to take place while there is still time to change what you are doing in the classroom for me was the most important part of this article. Often it seems that by the time we realize where we need to concentrate our teaching efforts, those students have moved on to the next grade level. The best assessments are those that occur quickly and while the student is learning a concept. Day-to-day feedback in the student's own language that allows them a chance to improve seems like it is far more valuable than students receiving a rating such as "proficient" or "meets standards" - that's not language they can relate to or take anything away from. I really liked the descriptive feedback examples the author gave and will incorporate them into my lessons.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"67132170","dateCreated":"1397831573","smartDate":"Apr 18, 2014","userCreated":{"username":"ztreece","url":"https:\/\/www.wikispaces.com\/user\/view\/ztreece","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/67132170"},"dateDigested":1532760641,"startDate":null,"sharedType":"discussion","title":"The Best Value in Formative Assessment","description":"My district currently utilizes the Study Island computer program. Classroom teachers are expected to use the program weekly with students. Furthermore, students involved with state assessments must take the four available benchmark tests throughout the year. The section of the article pertaining to benchmark assessments really resonated with me. I agree with the notion that benchmark testing can be utilized in a formative way. However, \u201cthe assessments will produce no formative benefits if teachers administer them, report the results, and then continue with instruction as previously planned.\u201d My district expects teachers to use the benchmark tests to help guide instruction, but many teachers continue to instruct the exact same way. The most common response I hear from teachers deals with the lack of time in a given day and they are already too busy with the amount of content they already teach. With the new teacher evaluation system and state assessments I can understand where teachers are coming from. Teachers adopting this philosophy, however, are using each benchmark assessment as a formality, rather than to guide instruction and improve student learning. Many teachers understand the importance of formative assessment but insist on sticking to manuals and summative assessments only. I understand the need for summative assessments, but the best way to guide instruction and improve student learning is through formative assessments.","replyPages":[{"page":0,"digests":[{"id":"71691826","body":"Hi ztreece, I agree that most of the benchmark tests we give are taken by students and then we are never given the time to analyze the data, or we receive the information too late to change what we are teaching in a given year. A lot of teachers probably never look at the results or might not even know how to read them.","dateCreated":"1398090813","smartDate":"Apr 21, 2014","userCreated":{"username":"AnnieClay","url":"https:\/\/www.wikispaces.com\/user\/view\/AnnieClay","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"71755518","body":"Annie and ztreece, I agree that the benchmark tests that are given could be used in a formative manner but teachers are not given the time to analyze the data in order to change how the material is presented. I believe that most teachers would love to use the data that is collected to improve their instruction but without instructions in how to read the results or time to focus on what they find it is impossible.","dateCreated":"1398214729","smartDate":"Apr 22, 2014","userCreated":{"username":"ShellyTudor","url":"https:\/\/www.wikispaces.com\/user\/view\/ShellyTudor","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"67127946","dateCreated":"1397784993","smartDate":"Apr 17, 2014","userCreated":{"username":"lorihoman70","url":"https:\/\/www.wikispaces.com\/user\/view\/lorihoman70","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/67127946"},"dateDigested":1532760641,"startDate":null,"sharedType":"discussion","title":"The Best Value in Formative Assessment","description":" I, like many others, agree with the article. I now have a better understanding of the difference between summative and formative assessments. One thing I agreed with is that state tests don't function well in a formative way. The schools in my district have recently administered the PSSA. As many know, the results of these tests are not received until our current students have moved on to the next grade level. We teachers then have to look at the scores of incoming students to determine areas of need.
\n I was happy to see that some of the ideas mentioned in the article are things that I already do. For instance, when we are practicing open-ended reading items, I show my classes strong examples written by their peers as well as weak responses that I create. When I score these types of questions I try to add positive comments as well as comments about areas that need improvement. I think this has help my students improve their open-ended responses. I love the idea of having a scoring guide with phrases that I can highlight to point out strengths and areas of need. I think this idea will save me time. I also like the idea that students set their own goals to increase ownership.
\n Since the beginning of this course, I have used formative assessments more frequently. It allows me to make adjustments in my instruction and it benefits the students as well. My goal is to get better at using formative assessments in my classroom.","replyPages":[{"page":0,"digests":[{"id":"71755876","body":"Lorihoman70- I too want to get better at using formative assessments in my classroom. I have taken a huge step and can see amazing results with my students. I believe it is very worthwhile.","dateCreated":"1398215810","smartDate":"Apr 22, 2014","userCreated":{"username":"ShellyTudor","url":"https:\/\/www.wikispaces.com\/user\/view\/ShellyTudor","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"71756556","body":"I am just getting started as well. It has been a slow process as I try to reprogram my brain to plan ahead for formative assessment.","dateCreated":"1398217820","smartDate":"Apr 22, 2014","userCreated":{"username":"drosey","url":"https:\/\/www.wikispaces.com\/user\/view\/drosey","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"67127244","dateCreated":"1397777587","smartDate":"Apr 17, 2014","userCreated":{"username":"ABocsy","url":"https:\/\/www.wikispaces.com\/user\/view\/ABocsy","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/67127244"},"dateDigested":1532760642,"startDate":null,"sharedType":"discussion","title":"The Best Value in Formative Assessment ","description":"As an educator, I feel that much of my time is spent administering various types of assessments to my students. Quite honestly, last year I was completely overwhelmed with the amount of standardized tests that I was required to give my students. I understand the importance of using data to guide instruction, but I feel that many educators (myself included) have difficulty interpreting the data. Therefore, rather than the loads of data being used to guide instruction, it's results aren't being used the way that it was intended.
\nI agree with the article that more emphasis needs to be placed on formative assessment in the classroom. Teachers need to have the knowledge, resources, and flexibility to be willing to adapt their instruction based on the needs of their students.
\nOne area that I am going to majorly focus on in the upcoming school year is give my students a list of their learning goals in "kid-friendly" terms. I teach 3rd grade and I think showing them a list of what is expected for them to accomplish will help my students to start to be aware of their own learning. I think that parents will also benefit from the use of a list of learning goals because they will also be aware of what is expected of their child by the end of 3rd grade. It is my hopes then that together the students, parents, and I can all work toward accomplishing those goals throughout the school year.","replyPages":[{"page":0,"digests":[{"id":"71728576","body":"Hi ABcosy - I agree with the individual learning goals. If they kids have a say in their education would the be more invested in it? The only hard thing is when you have a bunch of learning goals how do you keep them all straight? How do you handle that with 23 kids?","dateCreated":"1398172498","smartDate":"Apr 22, 2014","userCreated":{"username":"jenroth712","url":"https:\/\/www.wikispaces.com\/user\/view\/jenroth712","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"67124166","dateCreated":"1397759282","smartDate":"Apr 17, 2014","userCreated":{"username":"maphoover","url":"https:\/\/www.wikispaces.com\/user\/view\/maphoover","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/thefacultyroom.wikispaces.com\/share\/view\/67124166"},"dateDigested":1532760642,"startDate":null,"sharedType":"discussion","title":"The Best Value in Formative Assessment","description":"I read this article at exactly the right time. I had a parent approach me last week about the possiblity of accelerating her child to the next grade level in math. I truly was not sure if this child was cabable of skipping an entire grade level. He scored a 100% on his mid-year exam and had solid math grades, but I didn't feel as if I truly knew what his understanding was. Was he a good guesser or did he truly know his stuff. We of course need the data to prove this. Typically, our beginning of year, middle of the year and end of the year assessments are given online and are multiple choice. I did not feel comfortable with using the assessment in this manner. I did not feel that his score would truly reflect his knowledge and or understanding. I wanted to make sure that this data could be used in a summative fashion. I was fortunate enough to enlist the help of our math specialist who was able to give the next year's assessment interview style thus giving us the summative data that we needed. We were truly able to get an accurate picture of this child's understanding and realized that there were multiple gaps. We were then able to confidently say that this child was not a candidate for acceleration and had the data to prove it. Reading this article really reinforced idea of using data to guide our instruction and to use it in a meaningful way. Wouldn't it be nice to be able to assess every child in this manner?","replyPages":[{"page":0,"digests":[{"id":"71642008","body":"maphoover: I completely agree with what you are saying. I am a 6th grade teacher and we use a series of math assessments throughout the year to determine what math class students are "ready" for at the high school level. The high school teachers send us one exam used for 7th grade students and those results are one of the key factors determining their future math class. Some of my parents automatically believe that since their child scored above average on this particular test and have an A average throughout the year that he or she needs to be in the highest math class available. This is where the formative data I compile throughout the year really helps me explain to parents the student's strengths and areas needing improvement. Summative assessments can be misleading at times. The student with the highest grades does not always equal the student with the best understanding. With report cards summative assessments are a requirement, but the importance of formative assessments must be understood. Great response maphoover.","dateCreated":"1397832252","smartDate":"Apr 18, 2014","userCreated":{"username":"ztreece","url":"https:\/\/www.wikispaces.com\/user\/view\/ztreece","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":true},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}