|Timestamp||Position||Summarize Your Thoughts||Suggest A Topic For Edchat|
|12/15/2009 20:01:25||Teacher||Summative assessments have their place, but the problem is that politicians have made them out to be THE ONLY PLACE that learning occurs, and NOTHING is further from the truth!||Alternative High School Schedules to better serve all student learners|
|12/15/2009 20:03:19||Teacher||Formative assessments are a teacher's bread and butter. We use all sorts of techniques from formal to quick and easy to see if our students are gaining understanding. Formative assessments are used all the time throughout a unit and the results from those assessments help us determine how to continue and when to change a lesson, review, repeat, skip, move faster, slow down, etc. Summative assessments are necessary for grading purposes. As was mentioned in the chat parents and other powers that be require some form of grading or testing. I prefer to use projects and different types of products as summative assessments as opposed to paper and pencil tests. I also enjoy using online quizzes and games to assess students.||How to motivate the unmotivated student. Web 2.0?|
|12/15/2009 20:04:23||School-Level Administrator||There is a merit to both types of assessment. The key is that they must be used correctly for the purposes of improvement. Teachers should be using formative assessments to reflect on their instructional practices as well as for improving student achievement. The focus should be on learning and not on grading. Grades can occur with or without learning.||How do you successfully implement systematic change initiatives that transform schools?|
|12/15/2009 20:07:18||Principal||I think formative assessment can be helpful to the learner and the teacher. So it can play an important role in the classroom. I worry less about summative assessment because I think learning is not about being able to demonstrate knowledge as much as it is developing thinking and knowing how to solve problems. Students of the future will need to know how to be a learner more than they will need to know facts.|
|12/15/2009 20:10:36||Teacher||The two types can and should be used in tandem, although the ratio should be 40:60 formative: summative. That way a chance is given to assess the end and the process.||Do native speakers make better language teachers?|
|12/15/2009 20:10:52||Instructional Technologist||My comment is that I wish there were a place where all the twitter posts could be archived so that I could read them and ingest them. Then come back with thoughts about assessments.||one to one laptop and web 2.0 technologies|
|12/15/2009 20:12:09||Teacher||In Texas we are switching over to end-of-course exams at the high school level. You better believe that teaching will be all about the test.|
|12/15/2009 20:12:18||District Administrator||Formative assessment lets teachers and students know where they are in the learning process. Summative assessment lets teachers and students know how much of the material has finally been mastered. Both are integral to the learning process.|
|12/15/2009 20:13:59||Teacher||could only follow at long red lights, seemed like a good topic tonight though|
|12/15/2009 20:16:13||Teacher, Director of Studies||As long as we understand that tests are a subgroup of assessment, there's room for standardised testing in the classroom. It should never be the only kind of assessment carried out, that's for sure. In addition to that, any kind of assessment has to show students areas at which they have to make progress, otherwise assessment is worthless.|
Technology has a major role to play as it allows for easier control of alternatives in assessment, such as e-portfolios. It brings practicality into the picture of authenticity and washback.
|12/15/2009 20:17:04||Teacher||Formative assessments should occur constantly throughout the day to guide instruction. It seems that many agree that summative assessments aren't terrible if well designed. In order for students to feel success and satisfaction without the need for the label of a grade there needs to be a switch in school culture to encourage this mindset.||Do 'zero tolerance' policies work? If no, what are the alternatives?|
|12/15/2009 20:17:16||Teacher||I realized (again) how many teachers are moving towards Project Based Instruction and have questions about how we do assessment in a 100% PBI classroom. Time to write a blog post and set up for a livestream/webchat/skype with some of the teachers who asked me about it tonight.||What does Project Based Instruction look like in your mind (if you've never done that) or in your classroom (if you are a practicing teacher/administrator)?|
|12/15/2009 20:22:24||Teacher||Formative and summative is in the eye of the beholder. My last first grade penmanship assignment was summative from the point of view of my first grade teacher, but it was formative for me; I continued to improve and get feedback from others. If by "standardized testing" we mean "tests aligned to standards that are part of a latitudinally and longitudinally aligned curriculum", then that would indeed have some value for both the student and the instructors. Technology could be used to assess, record, and report data. Final thought: this question is too broad for a Google form paragraph.||What does it say about your curriculum when the office staff interrupts your instruction to announce that the wrestling team is needed down in the gym to move mats? When should the loudspeaker be used? When shouldn't it?|
|12/15/2009 20:28:17||District Administrator||Formative assessments should be used in the classroom more frequently and relate to the summative assessment given. Summative does not = standardized in the CLASSROOM.|
Standardized testing is a form of summative, but one that should be separate from the classroom.
Technology offers many forms of formative assessment that can be collected and viewed later for a summative assessment of the advancement of learning the process. The fact it can all just be somewhere that can be accessed is powerful and can be organized to have a portfolio element to it.
|I think you could take the formative assessment talk to the next level and have a formative assessment review. Throw out examples and have the group talk about them...with examples of course.|
|12/15/2009 20:29:09||School-Level Administrator||I like a student-centered model where students are guided towards clear benchmarks via frequent formative assessments. In this setting students are supported with clear rubrics and exemplars so they can self-assess.|
Technology should allow students equal access to self-assessments and should allow for better use of data to inform instruction.
Finally, we need to ensure that our schools are not held back by summative assessments that are driven by low-level standards.
|On-line learning. How can we start ensure that all students have access? We need to all be developing hybrid courses at the very least.|
|12/15/2009 20:29:33||Educator/Writer||Teachers should use diagnostic & formative assessment aligned with classroom objectives that reflects real-world applications. I feel formative assessments should not be graded and only used as diagnostic tools.|
Better training of teachers and PD is needed to develop meaningful ways to assess student mastery.
Summative assessments are valuable in assessing instructional areas that need more attention.
|How should we training future teachers?|
|12/15/2009 20:30:17||Teacher||We must begin with the end in mind. In my Pre-Algebra classroom I know what I want the kids work to look like at the end of the year. There are some things fundamental to math that students have to be able to do so I feel summative assessment have their place to measure these fundamental skills. How I get to the standardized test is not that important to me, but is very important to how well the students will do. If I have kids who work well in groups they are welcome to do that, some kids like drawing pictures fine, some write songs to help others remember facts, some make podcast with pictures and notes. Along the way we are going to assess each week and if our lesson that week wasn't successful I am gonna start over the next week||Would love to do one about how to pay for all this classroom grants, fundraisers things like that to keep increasing technology.|
|12/15/2009 20:31:39||Teacher||Instead of being driven by standardized testing, why aren't teachers actively lobbying for a change to these tests to reflect how we teach in 21st century. Picture this: students being assessed and given grades on the quality of their contribution to an online discussion on a currilulum topic!|
Reading the #Edchat contributions this morning, I could guage that several other teachers were also struggling with this apparent contradiction. Perhaps a Twitter format would work for a student test too?
|Followup on "Assessment for the 21st century - the second decade."|
|12/15/2009 20:56:33||Librarian||Learning is a lifelong process. How do we measure how well we are teaching students to learn?||Role of the school library & librarian in this age of ebooks, smartboards, & Easybib.com|
|12/16/2009 0:28:50||Teacher||Provide many opportunities for students to create, document, and measure their own progress along with teacher and peer evaluations. |
For instance, ESL students should give oral reports and review the video of their of their presentations. They should also receive immediate written feedback from their peers and instructor. What were the strongest parts? What could be improved? What are some other observations? The students can watch their own performance, consider the instant written feedback, and include a response in their self-evaluation. A follow-up student-teacher conference is highly recommended - along with a transcription of the actual presentation.
|How do take the best practices for going from the known and familiar print-based lessons to more tech-savvy, web 2.0 classroom technologies?|