♪[theme music]
>>student: We added it up at the end. >>teacher: So then you have...
Oh, it went from 2 to 2.5. Did you do a third one?
>>student: No >>teacher: Are you going to do it?
What you do is you add them and then you divide them by 3.
>>student: By 2? >>teacher: Three. Bcause there are three tries.
So formative assessment is an a assessment
where the teacher uses the information to modify their instruction.
So it's not an assessment that's the end- all be-all of what students know but
um information in which to teachers going to use to adapt their instruction.
So today we are starting unit two.
And with unit two any-with the start of any unit - ok
we have to do a pre-test to see what it is you already know.
And actually unlike unit 1 where it's like I got a lot of
the results and a lot of people didn't know much about it, this one I am seeing
some things that people are able-that they kinda know or able to do. So it's gonna
help with determining what I'm gonna do in the future lessons. So remember part of a
pretest is that it shows me what you know, what
you don't know, and what I need to do as a
teacher to plan ahead.
To start off the unit I had-had the students take a pre-assessment. And
the purpose of the pre-assessment was to show me what the students were already
capable of before starting the unit. Alright, so what I found from the
pre-assessment was that the students had the skill of actually identifying
a statement that interpreted the graph correctly.
So this told me that I wasn't gonna have to
spend as much time actually teaching the students how to interpret a graph. In the
next lesson I had-I used NearPod to make sure the students understood how to
interpret graphs and construct a graph. I like using NearPod because it allows
me to get um information about the student's level of understanding
immediately. But once I saw that information come in I was able to see ok
yeah they are understanding how to interpret the graph or they're
struggling so I may spend a little more time doing another practice problem.
And then I could share exemplary examples like
here's a good one; this is one I like
and so the students then try to model that approach.
Look at your iPads. I'm going to show you a-an exemplary response.
This one was a good one here. So this one right here says:
The relationship in the data shows, using that could sentence stem, that when the
distance meters from the basket increases the number of shots made
decreases. That's what we saw, right? As the person goes farther and farther away
from the basket...is they're ac-they're not as accurate, right? They can't make as
many baskets.
Start on the front side. Construct the graph given the data, and interpret it.
You may begin.
From the pre-assessment again, I saw that I wasn't
going to have to spend as much time building up to the
performance task because the performance task they were going to have to construct a
graph and interpret it. Um, at first I thought I was gonna have to spend about two to
three days just making sure they know how to
plot point, making sure that they knew how to read a graph,
and I wasn't going to have to spend much time on that. So I was able to jump to
to the performance task a lot faster. So I try to be as timely as I can when it
comes to assessments...uh performance task because the students need to know if
they're doing well or not. And so it's so important to provide that timely feedback to
the students and that they have the opportunity to actually look at their
data and figure out: Ok, what do I need to do to get better?
At the bottom I want you to write down these two questions:
What did I do well and How can I get better?
So when um the students got back the performance tasks
they had an opportunity to analyze the
results and so I had them answer two questions: they reflected on what they did
well and what they need to do to get better. So that provides them the
opportunity to say okay What is it that I'm doing
right? What is it that I need to do in order to
improve my grade or if I am doing well how do I make sure to sustain this? And
so that's so important for the student to do that because the student is not going to
improve unless they have an opportunity to reflect on what they need to do to
get better. So different ways of providing students feedback in the formative
assessment process would be you can have the teacher providing the student
feedback or the student providing the teacher some feedback.
It could be students providing each other feedback and that could be as simple as
having the students discuss their answers and share their thoughts.
>>student 2: Ok, so the question to this is: Describe the relationship in the data.
And it's telling about this girl: Shelia's running record.
And by the way it looks looks...it looks like her running record is...she-it increases
more because of the distance because she runs better.
So...
>>student 3: 488 meters. >>student 2: Yeah-yeah.
>>student 3: So by each meter she...the time increases? >>student 2: Yeah.
So I knew I wanted to have a lab after the performance task
and I knew I wanted the lab to reflect kinetic energy in some way.
I wasn't sure exactly what it was going to look like because I wasn't sure
how the students were going to be performing throughout
the week. So I wasn't sure if it was going to have to
be very basic. Like ok, we're just practicing graphing still. Maybe some type of lab in
that respect. Or can I really start including a lot of the concepts, but
based off of what I saw with the performance task, overall, the students
were capable of interpreting a graph.
They're able to construct a graph. So I said, ok well
now let's go ahead and add an extra piece. They
can collect the data. They could still have
that practice of them plotting that data and constructing the graph. And then
interpret it. So it kind of allowed those students who were still needed more
practice the opportunity to practice and those students who are ready to kind of...ok
let's start applying this to a real situation that opportunity. I think
formative assessments are the most important because without formative
assessments, students won't be successful on a summative. So if I see a student is
not performing well, I have to use that opportunity or find an opportunity to
make sure that the students can be successful in it. Or if a student knows
they're not doing well, that
they have an opportunity to make sure that they get better.
♪[theme music]