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Integrating Technology with Practice and Formative Assessment

Integrating Technology with Practice and Formative Assessment. EDU 346A – Week 7. Debrief from Workflows. What worked well? What was a challenge? How does this tool allow for differentiation? How does technology support this tool? How might you use this in your classroom?.

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Integrating Technology with Practice and Formative Assessment

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  1. Integrating Technology with Practice and Formative Assessment EDU 346A – Week 7

  2. Debrief from Workflows • What worked well? • What was a challenge? • How does this tool allow for differentiation? • How does technology support this tool? • How might you use this in your classroom?

  3. Feedback on Websites • Looking good! • Watch writing quality: • Both grammar and sentence structure matter when you apply for jobs. • Short, simple sentences work best. • Bullet points are okay, especially in longer passages.

  4. Feedback on Google Forms • Think about appropriateness of format: • Open text – when you expect a wide variety of unique answers or don’t want to constrain choiced. • Multiple choice or select from list– when you need to know which option someone chose (yes vs no, chocolate vs vanilla vs other) • Check boxes – “mark all that apply” • “Enrichment” application – dependent pages • Which question you get next depends on your answer.

  5. Icebreaker • Kagan structure: Collective picture • Materials: • Colored paper, glue, newsprint, one marker. • Task: • Use the materials provided to make a picture of how you perceive homework. • Roles: • Paper tearer – only person who may tear the paper. • Glue applier – only person who may use the glue stick. • Paster – only person who may attach strips to the newsprint • Writer – only person who may use the pen.

  6. Homework Philosophy • Arguments in favor: • Arguments against:

  7. Two articles • Read your article. • Prepare an “elevator speech” summarizing your article. • Share out with your tablemates. • Whole class debate.

  8. What the data says: • From ASCD “The Case for and Against Homework” Two meta-analyses by Cooper and colleagues (Cooper, 1989a; Cooper, Robinson, & Patall, 2006) are the most comprehensive and rigorous. The 1989 meta-analysis reviewed research dating as far back as the 1930s; the 2006 study reviewed research from 1987 to 2003. Commenting on studies that attempted to examine the causal relationship between homework and student achievement by comparing experimental (homework) and control (no homework) groups, Cooper, Robinson, and Patall (2006) noted, With only rare exceptions, the relationship between the amount of homework students do and their achievement outcomes was found to be positive and statistically significant. Therefore, we think it would not be imprudent, based on the evidence in hand, to conclude that doing homework causes improved academic achievement. (p. 48) http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/The-Case-For-and-Against-Homework.aspx

  9. What the data says: • From ASCD “The Case for and Against Homework” Although teachers across the K–12 spectrum commonly assign homework, research has produced no clear-cut consensus on the benefits of homework at the early elementary grade levels. In his early meta-analysis, Cooper (1989a) reported the following effect sizes (p. 71): Grades 4–6: ES = .15 (Percentile gain = 6) Grades 7–9: ES = .31 (Percentile gain = 12) Grades 10–12: ES = .64 (Percentile gain = 24) The pattern clearly indicates that homework has smaller effects at lower grade levels. Even so, Cooper (1989b) still recommended homework for elementary students because homework for young children should help them develop good study habits, foster positive attitudes toward school, and communicate to students the idea that learning takes work at home as well as at school. (p. 90) http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/The-Case-For-and-Against-Homework.aspx

  10. Research Findings • From ASCD “The Case for and Against Homework” Cooper (2007) suggested that research findings support the common “10-minute rule” (p. 92), which states that all daily homework assignments combined should take about as long to complete as 10 minutes multiplied by the student's grade level. He added that when required reading is included as a type of homework, the 10-minute rule might be increased to 15 minutes. http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/The-Case-For-and-Against-Homework.aspx

  11. Research Findings • From ACSD “The Case for and Against Homework” http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/The-Case-For-and-Against-Homework.aspx

  12. Assessment Formative Summative Happens at the end of instruction. Measures how well targets were attained. May guide next year’s instruction, but not this year’s. • Happens during instruction. • inFORMS students (and teacher) of how they are doing. • Guides next steps for both students and teachers.

  13. Formative Assessment article • Read with an eye towards: • How could you tell if an assessment was truly formative?

  14. Formative Assessment or not? • In groups of 3: • Jot down these numbers in the margin of your notes: • 1, 2, 3, 4, 5 • Read the scenario on one side of the card, then discuss whether you think it’s a good example of formative assessment or not. • When your group agrees, turn the card over to see what the authors had to say.

  15. Identifying Attributes of Formative Assessment In Pairs: • Select a purple card • Read the vignette • Identify which of the Attributes of Formative Assessment are in the Vignette. • 1. Learning Progressions • 2. Learning goals and criteria for success • 3. Descriptive Feedback • 4. Self and Peer assessment • 5. Collaboration • Choose another vignette and repeat.

  16. More Characteristics of Effective Formative Assessment • Timely – can be used to alter behavior and affect outcomes. • Clear – kids know what they did wrong, and how to fix it. • Used • Kids must actually process the feedback and use it to guide their next steps. • Teachers must use it to adjust instruction.

  17. How tech supports formative assessment & practice • Instant feedback, often with built in tutoring and reports. • Can provide homework at a level that optimally challenges students. • Can provide resources that match the needs a student has at any point in a learning progression.

  18. ASSISTments • Free online system that both assesses and assists students. • Built on the characteristics of effective tutoring. • Much built in common core aligned content. • Teachers can build their own content.

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