Functional and Fun Formative Assessments Michelle Gumm M.S.Ed.
Functional and Fun Formative AssessmentsMichelle Gumm M.S.Ed.
Michelle Gumm, M.S. Ed. – M.S. Special Education– Certified in Educational Leadership
• 10 years experience with general and special needs populations – Pre K to Post Secondary
• Currently Computer Technology Lead Instructor at Marino Campus– Post secondary option for individuals with
autism and other developmental disabilities
Session Goals
Identify the differences between formative and summative assessmentsExplain benefits of formative assessments for studentsExplain possible barriers to formative assessments Identify at least three different formative assessments
At the end of today’s session, attendees will be able to:
Kahoot Pretest• Free learning game formatted as a quiz, survey,
or discussion • How it works: https://getkahoot.com/how-it-
works• To create a new Kahoot: https://create.kahoot.it/• To join a Kahoot: https://kahoot.it/#/
Summative Assessments• Cumulative evaluations that are given after
instruction is givenExamples:End of Chapter TestsEnd of Unit TestsEnd of Course Exams
Chapter 5 Test
Course Exam
Unit Test
Cmu.edu
“What did my students
learn?"
They answer the question:
“What is wrong with summative assessments?”
– Nothing, however…– If instructors are ONLY giving
summative assessments, they won’t know how students are developing until the end of the chapter, end of the exam, or end of the course.
Summative Assessments
**For instructors at all levels this is a problem**
FChapter 5 Test
Formative AssessmentsEngage learners and provide instructors with instant feedback about the learning process.
They answer the question: “Do my students understand the content that I am teaching?"
Cmu.edu
What?
Formative Assessment
Planned UnplannedUsed daily Used one-timeIt is a cycle/process Quick FixGiving individual student feedback-which turns into student action
Graded
Teacher adjustments based on evidence from formative assessment
Teacher adjustments based on feeling
ETS 2009
What?
Formative Assessment• Can you think of some possible barriers or
reasons why ALL instructors are not using formative assessments regularly? – Use your dry erase boards to write one
possible barrier
Possible Barriers• Time
– Formative assessment is preplanned
– Evidence found during formative assessment should be acted on in order to see benefits
• Reteaching• Modifying instruction
“Sounds GREAT…when am I supposed to
do this?!"
Why not?
Possible Barriers• Student buy-in
– Not graded– “Extra” work
Why not?
Wait this isn’t graded…why do I care?• Lack of Technology
Instructor BenefitsInstructors have a clear indication of student progressTime
Spent more meaningfully based on student need and progressFA is QUICK
Teaching is more fun
Why?
Student BenefitsIncreased student achievement
Students have a clear indication of how well they are learning the material or if follow up is needed
Students invested in their learningLearning is more fun
Increased student motivation
Why?
Research• Paul Black and Dylan Wiliam (1998) • In 1998, Black and Wiliam published the results of a meta-analysis
of over 250 research studies on classroom assessment practices entitled “Inside the Black Box.”
• They found firm evidence that “formative assessment is an essential component of classroom work and that its development can raise standards of achievement, producing effect sizes between .4 and.7.”
Effect Size Meaning
.2 and below Small effect
.5 Medium effect
.8 and above Large effect
Greenstein, L. What Teachers Really Need to Know About Formative Assessment. ASCD, 2010., Core.ecu.edu
Why?
Effect size- is a quantitative measurement measuring the strength of correlation
• Supporting Research 2006—Robert Marzano concluded that classroom formative assessment is an effective way to plan and apply instructional interventions to close the gap.
• 2007—Wiliam and Thompson found that formative assessment produces greater increases in students’ achievement than class-size reduction or increases in teachers’ content knowledge.
Formative assessment WORKS!
Research
Greenstein, L. What Teachers Really Need to Know About Formative Assessment. ASCD, 2010., Core.ecu.edu
Why?
Formative Assessment ProcessFormative
AssessmentTimely student achievement information
Instructional effectiveness
What student did or did not
learn
Individual student
progress
What student can or cannot
doModifying instruction Reteaching
generates
To monitor To evaluate
In terms of Addressed by
How?
Fun & Functional Formative Assessments
High Tech• Plickers• Kahoot• Wordle• Google Forms• Padlet• Twitter
Low Tech• Dry Erase Boards• Cards• Hand Gestures • Exit Tickets
How?
Plickers• https://plickers.com/• “Plickers is a powerfully
simple tool that lets teachers collect real-time formative assessment data without the need for student devices”
How?
Plickers.com
Kahoot• Free learning game formatted as quiz, survey, or
discussion • How it works: https://getkahoot.com/how-it-
works• To create a new Kahoot: https://create.kahoot.it/• To join a Kahoot: https://kahoot.it/#/
Wordle• http://www.wordle.net/• Word cloud generator• Students type in words and
Wordle creates a fun word cloud. – Can be shared with the
class to spark discussion – The more popular the
answer, the bigger the font.
How?
Google Doc/Forms• https://www.google.com/docs
/about/• Create docs, sheets, slides,
and forms for free. Give access to other people to editCan use as an online collaborative space
How?
Padlet - Cork Board
How?
• Padlet.com• https://padlet.com/mgumm/dusur49l0n8d
• Digital collaborative corkboardSend students the link and they can add their own sticky notesInstructors can see when and what each person posts
Twitter• Using Twitter in the Classroom - CNN• Twitter.com• Traditionally used as a social media platform • Can be used in class to write a short response
of 140 characters or less– Using the # will link all responses with the
same # together– Instructor can click on # link to display all
responses with that #
How?
Dry Erase Boards• Actively engage ALL students with this low tech
formative assessment tool1. Ask students a quick question to assess
learning2. Allow wait time3. Ask students to hold up answers4. Scan the room
How?
Cards• Teacher asks a question
and scans the room looking for the response on the card– Text cards – with words
or letters– Color cards- color that
corresponds to an answer• We will use text cards later
in the presentation
Formative
Hand Gestures• Used since the beginning of time
“raise your hand if…”• This type of response is quick, but
doesn’t offer open ended response– Hand raise– Fingers (1 if you think…2 if you
think…)– Thumbs up/Thumbs down
How?
Exit TicketHow?
• “Okay, okay! It’s worth it, I get it. Now, when do I use FA?”
• Serves as a “toll” for exiting• Ask students a question about
the material learned in class (or even how it was presented)
• Students answer in a variety of ways (On the board, post it, poster paper), then they exit.
• We will have an exit ticket at the end of this presentation.
You can use multiple formative assessments during all parts of your lesson
When?
Low Tech High Tech
Beginning: Prior Knowledge/ Review
Dry Erase BoardsWriting on the board/poster paper
Online Quiz- Create.kahoot.it Digital Corkboard- Padlet.com
Middle: Lesson Hand SignalsColored CardsCards with TextDry Erase Boards
Scan for Quick Answers-Plickers.comShort Response- TwitterOnline Discussion or survey-Create.kahoot.itOnline Discussion or survey-google.com/docs/about/
End: Goal/Closing Post itWriting on the board/poster paper
Digital Corkboard- Padlet.comWord Cloud- Wordle.netOnline Quiz- Create.kahoot.it
Summative or Formative• During this formative assessment you will
use the formative/summative cards given
• Listen to the example assessment noted.• Hold up your formative/summative sign to
provide your answer.
Summative or Formative• Chapter 6 Test
– 40 question multiple choice exam testing what was learned during the past two weeks.
Summative or Formative• Twitter
– Students write a tweet summarizing what was read
Summative or Formative• Unit 3 (Chapters 4-6) Cumulative
Semester Exam
Think-Pair-ShareIf time allows
• Turn and talk with your neighbor about how you can change your instruction to include formative assessment.
Example: Currently, I lecture most of my 3 hour class…I could change my instruction to include formative assessment by: _____________________________________________
Session Goals
Identify the differences between formative and summative assessmentsExplain benefits of formative assessments for studentsExplain possible barriers to formative assessment Identify at least three different formative assessments
At the end of today’s session, attendees will be able to:
Exit Ticket
Three formative assessments I could incorporate into my lessons would be__________________________________
How would this affect your students?
Citations• https://www.cmu.edu/teaching/assessment/basics/format
ive-summative.html• https://www.ets.org/Media/Research/pdf/RD_Connection
s_19.pdf• http://core.ecu.edu/psyc/wuenschk/docs30/EffectSizeCo
nventions.pdf