Formative Assessment Design 3.0 I would like to strengthen my assessments in social studies to better measure student growth. I have created a weekly activity for students to read one of three News ELA articles that I post to my classroom website. I then require students to identify the main idea and answer an open ended question that I have posted related to the article. With their assigned partner they are required to give feedback to another group that was chose the same article. The culmination of this assessment is a combination of a self assessment/teacher feedback questions in SeeSaw. My goal is to create a more efficient and reflective formative assessment. The purpose of this assessment is to work on summarizing, interacting/comprehending current events, and improve critical thinking. Many of my third grade students struggled with the concept of summarizing, so this activity is a good way of reinforcing the skill. The skill of summarizing in third grade is established using a framework from Lucy Calkins (reading and writing curriculum). The skill of summarizing is scaffolded by using stories from different genres and repeating the process of reading passages and identifying key details until students are able to build those details into sentences forming a summary. By incorporating this skill in another subject area, it is my goal to make the skill of summarizing more meaningful. Interacting with news, especially today, is an important skill to develop no matter the age. Current events are also a great, engaging way to develop critical thinking skills. After considering the feedback that was given on my last FAD 1.0, I have decided to move away from using Google Form. I realized that it was far more summative than formative which is supported by Shepard (2000) in making assessment an active and ongoing process in student learning. It is also harder to give feedback. While the integration may have made grading more efficient, it wasn’t as interactive and reflective as it could be. I have chosen to instead format the formative assessment in Google Slides. Understanding by Design by Wiggins and McTighe made me think differently about the way in which I was assessing my students and showed me that I need to be thinking with the end in mind. My ultimate goal for spending time on current events, besides addressing the Teaching Tolerance Framework and Illinois State Standards for Social Studies, is to have students begin collaboratively discussing their critical thinking process. By changing the format, this assignment becomes interactive (more of a group study model), form of a portfolio (continuously working within the same document allows for students to look back), feedback is streamlined (using Slides commenting feature), and finally it is well organized. After receiving feedback in FAD 2.0 about how this is informing my teaching, I decided to incorporate an element of both teacher feedback and self-reflection piece as the final part of this assessment on SeeSaw. I have shown an example (from the teacher view) of SeeSaw below: By adding this to the assessment I will be able to have students reflect on their learning while also informing my teaching so I can make changes for the future. The benefits of using SeeSaw is two-fold, one this will give them the ability to respond independently if they are having concerns (Google Slides feedback is not as private) and two they will be able to reflect back thanks to its portfolio style features. By using SeeSaw, I also incorporate the use of a content management system and my second form of digital technology for assessment
One initial concern is whether or not 3rd graders would be able to handle this type of collaboration. From previous experience working with Google Slides some students found it difficult to be working on the same document with things getting accidentally deleted and things on the page jumping around. I also feel that designating a particular group to each slide would be more manageable for the age group then using something like a running Google Doc (possibility of more jumping around). With the right classroom culture and scaffolding around feedback, this type of assessment could be achieved. To make this assessment as successful as possible and not knowing what next years class will be ready for, I would choose to wait at least a month into the school year to ensure a positive classroom culture has been established before peer feedback. I would then begin scaffolding the assignment itself by having students do an article on their own. We could then try an article with a partner. Once this has been established we could start to incorporate the technology aspects of the assessment and peer feedback. It would be important for me to scaffold peer feedback in a way that is appropriate for 3rd grade, in the form of a “I do, You do, We all do” strategy. This would start by showing them what it looks like to give myself (the teacher) my own appropriate feedback, referencing The 7 Principles of Good Feedback by Nicol and Macfarlane, using an example of an article and my own answers to it. Then when having students perform an article summary and answer to a question as an example, I will model an appropriate reflection of my own and have them replicate it for theirs. Based on how they are able to make their own reflections after seeing mine will determine whether they are ready to move to peer feedback. While I could see being able to jump in more quickly in a middle school or high school classroom, easing into this type of complex assessment feedback would be more appropriate for 3rd grade. Instructional changes that I would make based on the students performance on week’s 1 assessment would be to push students further or go back and emphasis something an individual or the whole class need to work on for week 2. I am interested in this type of assessment because it would truly being an ongoing assessment, making slight changes each time will allow me to meet the needs of either the class or the individual student or both. For example, if I notice that the class is struggling to summarize because of a lack of prior knowledge of the subject matter, possibly the topic of politics, then as a class we can have a discussion about what they find difficult or address it in a stand alone lesson. The end goal is for both the class and individual students is to improve in the areas of summarizing, critical thinking and exposure to current events which may look different from student to student and week to week. By using the commenting feature in Google Slides and SeeSaw, I will be able to give quick, constructive feedback to groups or individuals by clarifying good performance, encouraging dialogue around their learning, providing positive motivational beliefs and provide opportunities to close the gap between learning goals and current performance (Nicol and Macfarlane, 2006, p. 205). But also by Google Slides having the capability for multiple people working within the same document, it will allow students to provide seamless peer feedback. Since I am not seeking to produce a one off assessment, but to create a classroom routine around this assessment, I will be looking for students to improve on their critical thinking and summarizing skills. Instructions: Answer the following questions in response to the article. This article can be found on the News ELA page of our classroom website: https://macleodsclassroom.weebly.com/current-events.html. (just as an example)
Let me know if you have any questions. Google Doc: Formative Assessment Design Document 3.0 Google Slide Document: Formative Assessment Design 3.0 - NewsELA Group Template References Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. 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. Retrieved from http://p2047-ezproxy.msu.edu.proxy1.cl.msu.edu/login?url=https://search-ebscohost-com.proxy1.cl.msu.edu/login.aspx?direct=true&db=e000xna&AN=133964&scope=site
0 Comments
I would like to strengthen assessments in Social Studies to better measure student growth. I have created a weekly activity for students to read one of three News ELA articles that I post to my classroom website. I then require students to identify the main idea and answer an open ended question that I have posted related to the article. I would like to find a more efficient and reflective formative assessment.
The purpose of this assessment is to work on summarizing, interact with current events, and improve critical thinking. Many of my third grade students struggled with the concept of summarizing, so this activity is a good way of reinforcing the skill. Interacting with news, that is age appropriate, is an important skill to develop especially at an early age. Current events are also a great way to develop critical thinking skills while also being engaging. After considering the feedback that was given on my last Formative Assessment Design 1.0, I have decided to move away from using Google Form. I realized that it was far more summative than formative. It is also harder to give feedback. While the integration may have made grading quicker, it wasn’t as interactive and reflective as it could be. I have chosen to instead format the formative assessment in Google Slides. Understanding by Design made me think differently about the way in which I was assessing my students and showed me that I need to be thinking with the end in mind. My ultimate goal for spending time on current events, besides addressing the Teaching Tolerance Framework and Illinois State Standards for Social Studies, is to have students begin collaboratively discussing their critical thinking process. By changing the format, this assignment becomes interactive (more of a group study model), form of a portfolio (continuously working within the same document allows for students to look back), feedback is streamlined (using Slides commenting feature), and finally it is well organized. One initial concern is whether or not 3rd graders would be able to handle this type of collaboration. From previous experience working with Google Slides some students found it difficult to be working on the same document. I also feel that designating a particular group to each slide would be more manageable for the age group then using something like Google Docs. With the right classroom culture and scaffolding around feedback, this assessment could be achieved. To make this assessment as successful as possible and not knowing what next years class will be ready for, I would choose to wait at least a month into the school year to ensure a positive classroom culture has been established for peer feedback. I would then begin scaffolding the assignment itself by having students do an article on their own. We could then try an article with a partner. Once this has been established we could start to incorporate the technology aspects of the assessment and peer feedback. While I could see being able to jump in more quickly in a middle school or high school classroom, easing into this type of complex assessment would be more appropriate for 3rd grade. By using the commenting feature in Google Slides, I will be able to give quick feedback to groups. But also by Google Slides having the capability for multiple people working within the same document, it will allow students to provide peer feedback. Since I am not seeking to produce a one off assessment, but to create a classroom routine around this assessment, I will be looking for students to improve on their critical thinking and summarizing skills. After giving the appropriate feedback I will be looking for students to make the appropriate changes in future articles. Instructions: Answer the following questions in response to the article. This article can be found on the News ELA page of our classroom website: https://macleodsclassroom.weebly.com/current-events.html. (just as an example) Today you will be responsible for answering question about the article with your partner. I will be providing feedback by commenting on your slide at the end of the day on Monday so you have a chance to make revisions (if necessary) before receiving feedback from the other groups on Wednesday. Wednesday you will be responsible for providing feedback to both of the other groups working on this article. It is very important that we keep our feedback positive. By drawing from what you read in the article and the way you answered your questions, what are some things that the other groups did well by identifying something that you may have missed the first time or something you find interesting about their response. Let me know if you have any questions. Google Doc: Formative Assessment Design Document 2.0 Google Slide Document: Formative Assessment Design 2.0 - NewsELA Group Template See-Think-Wonder
Working with 3rd graders (8 and 9 year olds) in Social Studies a See-Think-Wonder (Richart, 2011, p. 55) serves as a formative assessment to explore new content while also giving students the opportunity to dive deeper. The benefit of a See-Think-Wonder, especially when exploring new content, is that it allows for students to make immediate connections aided by prior knowledge. When it comes to comparing and contrasting what they have answered with their peers, it gives them a chance to broaden their overall understanding and/or their misconceptions on the topic. Explanation In a See-Think-Wonder students begin to explore educational materials (e.g. text, video, picture) that can be primary or secondary sources. The See involves a surface level observation or identification without making inferences. For example, a lesson that I have done with students was to provide them with a multi-media exploration of different Chicago neighborhoods that were curated into QR codes that could be scanned and explored using an iPad. (Activity can be found HERE) Students explored Hyde Park, Chinatown, and West Town using Google Maps Street View locations and pictures from different areas throughout each of the neighborhoods. The Think involves making an interpretation from the materials. This often involves using their prior knowledge to help make sense of what they are exploring. Finally, the Wonder involves building questions around the topic which can be prompted as “What are you curious about?” to help guide future learning. The Wonder can sometimes be hard for students depending on their prior knowledge or the amount of information given in the materials, it can be beneficial to scaffold. Evaluation In evaluating a See-Think-Wonder as an assessment genre against my Assessment Design Checklist 1.0 questions of “Is my assessment meaningful?” and “Does my assessment align with my established learning goals (i.e. content standards)?” that I am fairly well aligned. A See-Think-Wonder is a meaningful way of interpreting content in terms of personal experiences and/or prior knowledge and can help students relate to the content. By students identifying, interpreting, and wondering about a topic it shows me what students already know so I can meet them where they are. A See-Think-Wonder can also be aligned to established learning goals through carefully choosing the materials that you choose for students to using. This can be slightly more difficult than in other assignments because you are having students come to their own conclusions using the materials, but it can be done. Using the UbD framework a See-Think-Wonder it is not best suited as a performance task for the unit but can be a great piece of Other Evidence in the Stage 2-Assessment Evidence. Recommendation While its best uses may be at the beginning of a unit, I found it beneficial to use this thinking routine several times throughout a unit. By using similar materials but raising the expectations in responses from previously scaffolded lessons, I was able to see their progression into deeper levels of critical thinking throughout the lesson. It served as a great formative assessment throughout the lesson. One criticism with this method of assessment is that it can be difficult, even when being very intentional in the materials being used, for students to show the deepest levels of thinking. While it is great for exploring new content and working as a check-in during a unit, it is my suggestion that when reaching the end of a unit as you are seeking more analysis and evaluation of the content that you steer away from this form of assessment. Digital Contexts Ideas of how a See-Think-Wonder could be adapted into a more digital context could be by creating a template in Popplet that students could follow allowing for greater editing/maneuverability of content after completion. Another possible digital adaptation could be the use of iCard Sort(an index card categorization app) with pre-completed cards that can be pushed out to the students iPads as a way of getting them started with deeper level thinking examples in an attempt to drive conversations. References Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. ASSESSMENT GENRE CRITICAL REVIEW DOCUMENT The Neighborhood Building Project is an assignment that students have been working on over the course of two months as a culminating project for the 3rd grade Social Studies curriculum. It was a group project that had students focusing on problem solving issues communities face. The purpose of this assessment was for students to reflect on the choices they made when building their communities. A few of my assumptions are students are able to recall prior knowledge around evidence based writing, understanding of needs versus wants in a community, and they were able to stay on schedule to build at least 3 buildings. When comparing my previous post regarding my Three Important Aspects of Assessments, I align to my beliefs on both formative and summative assessments throughout the course of the project. Giving several opportunities to formatively assess students work in different areas of the project. While growth and potential is most certainly visible, it is objective and may benefit from a rubric to provide more concrete data. Through the reflection of their work in the assessment they will be reinforcing and challenging their learning while also reaching deeper levels of understanding. Many of the assertions from Social Constructivist Theory relate closely with the culmination of the Neighborhood Building Project. Students must actively put their knowledge to use when evaluating their buildings. When considering the scope of the project and the collaboration it entailed to be successful, there was a large influence on motivation and self-efficacy stemming from peer reliance. Another significant factor in student learning from this assessment is prior knowledge and its impact. As an example student’s establishment of a complex urban environment (Chicago) as their community context significantly shaped their perspective. This assessment does have some Behaviorist theory tendencies such as an incremental approach towards mastery and questions that align with the content taught, but the ideas of Social Constructivist fit the overall assessment much closer.
|
AuthorMy name is Ryan MacLeod and I live in Seattle, WA. I am currently a K-8 Lab Coordinator. I have a passion for educational technology integration and curriculum design, especially when it comes to the social sciences. Archives
April 2021
Categories
All
|