One of the most important things that has come out of this project is how Eric Mazur's work via Ruben Puentedura has inspired me to use tech for assessment.
Throughout the year I've been experimenting with Google Forms and using them for formative assessment, but it hasn't become institutionalized in my teaching in any concrete way. I've used it to check comprehension and design interventions for students that need them, but it wasn't necessarily revolutionizing my teaching. I do believe that it was effective, however. It has helped student reflect on their learning. I copy the correct answers and their answers into a shared Google Spreadsheet where they track all of their mistakes. I've also used it to help students arrange their thinking for an end-of-semester reflection.
I'm hoping though, that applying Mazur's ConcepTest model will make the use of these formative assessments an integral part of my teaching. As I said in a previous post, I like this model because it offers a clear path for several outcomes. Mazur's model is seen below.
One of the things that stood out to me in this model was the reuse of the formative assessment if the first or second path is followed. I also like the use of the peer discussion. It offers students a chance to share their learning.
Here are some screen shots of the formative assessments for the Spanish Advanced Unit I'm working on. All of these assessments correspond to the flipped lessons I created.
This is simply a fill-in-the blank form that corresponds to the first flipped lesson on how to conjugate the subjunctive mood. It's similar to a lot of the other Google Forms I've made this year to check student comprehension. You can see that I require students to be logged in the AES account and I also automatically collect their user names. The next screen shot shows what the results will look like when I view them. I watched a cool tutorial on how to auto-correct the results of quizzes given on forms, but supposedly it only works for multiple choice questions. I guess Mr. Hannan
means that it can't be used for complex fill-ins. In this case, there's only one right answer and spelling counts, so his method can still be used. If you want to see the formulas used, watch his video, it's great and easy to follow. I'll explain the colors in the next section.
Here's another form and results sheet. This one matches the third lesson. Nothing too fancy, but this time I use multiple choice questions to quickly see if they understand when to use the subjunctive and when not to.
Above is the sheet that corresponds to the form. You can see that I've answered the questions to provide an answer key. In cell K2, I've used the ARRAY FORMULA and I'll apply that formula in all subsequent cells when the kids answer the form. It will give me the number correct for each student and I'll be able to follow Mazur's guidelines.
I've also created a form for the second flipped tutorial that is similar to the one above.
I know that SAMR is designed primarily for students using technology and in this case, they are using their iPads to take the assessments, but I'm the one who is really benefitting from the use of the technology. This is modification at it's best. The entire process of my class is changing. It's the Choose Your Own Adventure of assessment. My lesson will depend on which of the three routes the assessment determines, so I have to be prepared for all three. This is something that couldn't have happened in my class before the integration of Google Forms, and the quickness and ease that they bring. Previously, I would have had to do this correcting after class or during a down time, but now it can be done almost instantaneously and we're on the path to mastery!
Throughout the year I've been experimenting with Google Forms and using them for formative assessment, but it hasn't become institutionalized in my teaching in any concrete way. I've used it to check comprehension and design interventions for students that need them, but it wasn't necessarily revolutionizing my teaching. I do believe that it was effective, however. It has helped student reflect on their learning. I copy the correct answers and their answers into a shared Google Spreadsheet where they track all of their mistakes. I've also used it to help students arrange their thinking for an end-of-semester reflection.
I'm hoping though, that applying Mazur's ConcepTest model will make the use of these formative assessments an integral part of my teaching. As I said in a previous post, I like this model because it offers a clear path for several outcomes. Mazur's model is seen below.
One of the things that stood out to me in this model was the reuse of the formative assessment if the first or second path is followed. I also like the use of the peer discussion. It offers students a chance to share their learning.
Here are some screen shots of the formative assessments for the Spanish Advanced Unit I'm working on. All of these assessments correspond to the flipped lessons I created.
This is simply a fill-in-the blank form that corresponds to the first flipped lesson on how to conjugate the subjunctive mood. It's similar to a lot of the other Google Forms I've made this year to check student comprehension. You can see that I require students to be logged in the AES account and I also automatically collect their user names. The next screen shot shows what the results will look like when I view them. I watched a cool tutorial on how to auto-correct the results of quizzes given on forms, but supposedly it only works for multiple choice questions. I guess Mr. Hannan
means that it can't be used for complex fill-ins. In this case, there's only one right answer and spelling counts, so his method can still be used. If you want to see the formulas used, watch his video, it's great and easy to follow. I'll explain the colors in the next section.Here's another form and results sheet. This one matches the third lesson. Nothing too fancy, but this time I use multiple choice questions to quickly see if they understand when to use the subjunctive and when not to.
Above is the sheet that corresponds to the form. You can see that I've answered the questions to provide an answer key. In cell K2, I've used the ARRAY FORMULA and I'll apply that formula in all subsequent cells when the kids answer the form. It will give me the number correct for each student and I'll be able to follow Mazur's guidelines.
The colors come from applying a conditional format for the cells. It's based on the number correct out of the number possible. In this case, there are 8 items. If I stayed true to Mazur, his cut-offs would be 6-8 for the understanding track, 4-5 for the peer interaction track and 0-3 for the reteaching track. Because there are only 8 items, I want to adjust the numbers a little higher. As you can interpret from the image above, I want 7-8 for the high end and 5-6 for the middle track.
I've also created a form for the second flipped tutorial that is similar to the one above.
I know that SAMR is designed primarily for students using technology and in this case, they are using their iPads to take the assessments, but I'm the one who is really benefitting from the use of the technology. This is modification at it's best. The entire process of my class is changing. It's the Choose Your Own Adventure of assessment. My lesson will depend on which of the three routes the assessment determines, so I have to be prepared for all three. This is something that couldn't have happened in my class before the integration of Google Forms, and the quickness and ease that they bring. Previously, I would have had to do this correcting after class or during a down time, but now it can be done almost instantaneously and we're on the path to mastery!
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