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End of The Year Training (Autoguardado)

This document discusses 7 ways teachers can do formative assessments in virtual classrooms. These include dipsticks like quick polls at the start of class to check understanding; digital journals for students to privately reflect on lessons; having students summarize lessons in tweets or elevator pitches; peer evaluations through partner or group work; techniques like write-pair-share; calling on individual students; and practice quizzes in various formats. The purpose is to continuously check what students are learning and identify areas they may be struggling with.

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Heidy Valdez
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49 views33 pages

End of The Year Training (Autoguardado)

This document discusses 7 ways teachers can do formative assessments in virtual classrooms. These include dipsticks like quick polls at the start of class to check understanding; digital journals for students to privately reflect on lessons; having students summarize lessons in tweets or elevator pitches; peer evaluations through partner or group work; techniques like write-pair-share; calling on individual students; and practice quizzes in various formats. The purpose is to continuously check what students are learning and identify areas they may be struggling with.

Uploaded by

Heidy Valdez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Formative

assessment
ENGLISH IMMERSION
PROGRAM
7 Ways to Do Formative Assessments in Your Virtual Classroom

 Finding out what your students are really


learning remains indispensable to teaching.
Here’s what teachers are doing to check for
understanding online. 
1. DIPSTICKS

Like using a dipstick to check the oil in a car, teachers can use 
short, quick checks virtually to make sure that students are on track
—both academically and emotionally.
At the start of a live class, pose a general question about the previous
day’s lesson, like “Does everyone feel comfortable with what we
learned about [fill in the blank]?” and have students respond
individually by dropping an emoji or a thumbs-up/thumbs-down in
their chat box or video window.
Students can also hold up a sticky note or piece of paper to the screen
with a response. They don’t all have to be serious questions; funny
questions can help get students engaged at the start of a lesson.
2. DIGITAL JOURNALS AND ONE-PAGERS

Not all students process information at the same speed or like to raise
their hand and be acknowledged publicly during class. After-class
reflection exercises that give students a private space to reflect a little
more deeply, and signal both what they understood and what they did
not, are easy to continue remotely.
Teachers can create a “Journal Jot” online document for each student
using Google Docs or a platform like Blackboard to measure how well
students are retaining information, recommends Rebecca Alber, an
education professor in Los Angeles, California. In their journal, students
can respond individually to prompts like K-W-L: what they know, what
they want to know, and what they learned; or 3-2-1: three things you
found out; two things you found interesting; one thing you didn’t
understand.
3. ELEVATOR PITCHES AND TWEETS

To help students synthesize important takeaways from a lesson, ask them


to take one to two minutes during live class time to summarize everything
they learned on a particular unit by typing it into a Google doc, in a chat
box, or on a virtual message board like Padlet.
You can also ask for student volunteers to share their elevator pitch, or
verbal summary of what they learned, with the class in 60 seconds or less.
As a 21st-century spin, Matt Levinson, a principal in Seattle,
Washington, suggests having students summarize the lesson in a tweet or
Instagram post, staying to character limits.
  4-PEER-TO-PEER EVALUATIONS
 When learning outside the classroom, it’s especially important to foster relationships
between students. You can do both at the same time, drawing a bead on what your
students have learned while encouraging deeper peer connections.
 Assign each student a virtual buddy for the week, or pair off students at random to
get them talking across the class—and assessing each other's learning.
 In pairs, students can be placed in breakout rooms on Zoom or another
videoconference platform to do many of the same activities they once did in the
classroom to check for understanding. Give each student a general rubric, or use the 
TAG feedback process to evaluate their peer’s assignment; have them share the
feedback with you as well. Or have students teach each other a concept while
recording themselves (audio or video) and upload the file for you to review. These
activities can also be adapted for asynchronous learning using tools in Google
Classroom.
Write-Pair-Share

 Students write an answer before they share with a


partner. This works great for writing practice.
Teachers call on students to share their answers,
either verbally or written on the board.
Calling on Students

Many teachers ask a question to the class and wait for the
whole (or most of) the class to respond. This is called “general”
or “open” elicitation. However, it does not give teachers a good
sense of who can answer the question. By using the following
techniques, teachers can get a better sense of which students
understand and which do not because teachers get to hear at
least one answer from every student.
Students Take Over

 Teachers call on the first student. For the next


question, the student who just answered a question
calls on another student, etc. This technique keeps
students alert. Teachers just have to make sure that
the same student does not answer more than one
question. Students can help teachers monitor that.
Practice Quizzes

 Practice quizzes can take many forms. They should always reflect the kind of quiz
or test that students will take for a grade. Quizzes should be fairly short and do
not need much class time. These kinds of quizzes are for learning. Here are some
examples:
Group Quiz

 Students work in pairs or small groups to answer quiz questions. They must
discuss and agree on the answers. This is a good way for students to help teach
each other the material. Teachers can check the quizzes to see what students are
struggling with. Students do not usually receive grades for these quizzes, but they
can.
Venn Diagram
 Venn diagrams enable students to organize information visually so they
are able to see the relationships between two or three sets of items. They
can then identify similarities and differences. A Venn diagram consists
of overlapping circles. Each circle contains all the elements of a set.
Hand in, pass out

 Ask students questions, have them respond on


notebook paper anonymously. Students
then hand their papers in. Teacher immediately,
randomly gives them back to students for
grading.
QUIZZES

 Give students quizzes, which either you mark, or


they mark. You can use the information gathered
from the quizzes to guide your instruction, or to
give feedback to the students.
Write it down

 Have students write down an explanation of what


they understand. Read these explanations to
help inform your instruction and write comments
on them (or discuss them with the student) to
give them feedback.
Online Polls

Polls allow you to capture feedback directly from your


audience about their learning experience. They can be used to
measure anything from learning satisfaction, online surveys
are highly engaging for learners because they allow them to
share their opinions, make themselves heard, and are quick to
complete.  platforms like SurveyMonkey that allow you to
create, send, and analyze surveys. Easypolls.net, poll-
maker.com
Metacognition

 Metacognition allows for the students to process what


they did in class and why it was done. At the end of
class (or each assignment if on block sched), have
students complete a table similar to the one below.
Collect and provide feedback.
Drag-And-Drop Activities
Drag-and-drops are a type of assessment that show a learner’s ability to link
information and apply knowledge to solve a practical problem. You can incorporate
both images and text in a drag-and-drop activity, giving it a real-world feel that is
both challenging and engaging.

iSpring Suite provides a drag-and-drop template that allows you to move text boxes,
images, and shapes to a specific place on the page. To create an assessment, you
need to upload the images into a question template and then simply identify the drop
target. 
Google forms

 "Comments/questions/suggestions about the


lesson?" Students who normally would not
participate in class will participate virtually.
Cold-calling

 Ask students questions during class. Use a


procedure for asking questions which ensures
that all students have a chance to be asked a
question, and include students who might not
otherwise participate.
Use Google Docs
 Have students do their writing in Google Docs. Either you
observe their writing, or a peer does, and gives live feedback
while they are writing.
 Feedback should not be "oops you made a mistake" but
"oh that's interesting, what made you add that?"
How to Assess Students’ Learning and Performance

 Here we provide suggestions and strategies for assessing student learning and
performance as well as ways to clarify your expectations and performance
criteria to students.

 Creating assignments
 Creating exams
 Using classroom assessment techniques
 Using concept maps
 Using concept tests
 Assessing group work
 Creating and using rubrics
Talk to each other

 Have students discuss with other how they


would accomplish a particular task, explain a
specific idea, or talk about some knowledge they
have gained. Your job as teacher is to walk
around the room and listen in on the student
conversations.
Rotate groups

 Have students work in stations, and rotate


through the stations. In small groups, supervise
an activity (or a discussion) and assess students
in the small groups, and provide everyone in the
group with feedback relevant to the discussion.
Jigsaw Groups
 Jigsaw is a grouping strategy in which the members of the class
are organized into groups then rearranged in new groups to share
their learning. This is an excellent method for improving students'
teamwork and communication skills.
Raised hands (teacher observations)
 When you ask questions in class, watch carefully to see who raises their hands
(make sure to give sufficient wait time for your questions). This may indicate
who understands the material, and who does not, however sometimes people
understand and just do not want to answer.
Listening ( teacher observations)

 Have students explain to you how they know something


is true. Try and see from their explanation if they have
any misconceptions.
Comments
 Write descriptive comments on student work helping
them see how they can improve their work or what
they've done that really worked for them.
E-learning in 2020.
Classroom Rules

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