Module
7: Designing Assessment
Pages 69-86
[Used Formatively or Summatively]
- What you do with this assessment is what's important!
- These assessments help teachers know what is working and what isn't as they look at student progress.
- What you do with this assessment is what's important!
- These assessments help teachers know what is working and what isn't as they look at student progress.
- Gathering and analyzing data to show what students know and do not know is important to show the overall trajectory of the scholars' learning experience.
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Checking
For Understanding Through Dialogue Instruction
"In dialogue, individuals gain insights that simply could not
be achieved individually." -Peter Senge
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Checking For Understanding Through Writing
Writing opportunities during the lesson help teachers gauge student thinking while checking for understand.
-Admit Slips
-Crystal Ball
-Yesterday's News (Summary)
-Self-assessment Exit Slip
-Admit Slips
-Crystal Ball
-Yesterday's News (Summary)
-Self-assessment Exit Slip
Checking For Understanding With Formative Practice Testing
-Short Quizzes
-Not part of scholars' grades
-Identifies learning gaps
-Paper/Pencil, online, orally, audience response, discussion (Kahoot, Quizlet, Quizizz)
FEEDBACK is critical for scholars. Checking for understanding should happen in EVERY lesson. This information should be used to adjust the next lesson according to scholar needs.
TASK
STOPLIGHT REFLECTION
Video Resources:
Module 7 Overview
Video 7.2 Module 7 in Action—Elementary
Video 7.3 Module 7 in Action—Secondary
-Short Quizzes
-Not part of scholars' grades
-Identifies learning gaps
-Paper/Pencil, online, orally, audience response, discussion (Kahoot, Quizlet, Quizizz)
FEEDBACK is critical for scholars. Checking for understanding should happen in EVERY lesson. This information should be used to adjust the next lesson according to scholar needs.
TASK
STOPLIGHT REFLECTION
Video Resources:
Module 7 Overview
Video 7.2 Module 7 in Action—Elementary
Video 7.3 Module 7 in Action—Secondary
Check for understandings are so important to remember in lessons so that you are always meeting the needs of your students.
ReplyDeleteRed: Sometimes I have trouble remembering to add a check for understanding into my lesson. Whether it is planning beforehand or not, I sometimes forget to add one and I am more focused on the lesson.
Yellow: I am researching other ways to check for understandings such as an exit tickets. I have been using interactive notebooks and collecting their notebooks after the lessons so that I can see if I need to alter my lessons at all. I am always up for new ideas on how to check my student’s understanding.
Green: I think that I do a pretty good job using the results of the checks to alter my lessons or group my students. I either come to the conclusion that some of my students need more time on the lesson so I will work with those students in a small group. Some students are ready to move on to the next topic, so I may challenge them with introducing them to the next lesson or challenge them with the last lesson. At the end of the day, we are there to meet their needs and checks for understanding give us some insight to if we are doing that job well.
Hi Paige,
DeleteI was lucky enough to have a very small class last year and was able to integrate a lot of small group time. I realized how pivotal that time was for my students who tended to need extra support. That time allowed me to use interventions to help my scholars who did not demonstrate proficiency on their checks for understanding through the lesson.
What do you do if only one or two students did not understand the lesson?
Paige
DeleteI too am looking into creative ways to use exit tickets. Teaching self-contained K-2 with such an array of abilities, I struggle with ways that every student can express themselves.
I offer differentiated ways through canned type responses, but I would really like to elicit more authentic ways to know their thinking.
I often, have really high ability students which have to be challenged further, but always feel stretched too thin to meet everyone's needs.
Red- creating assessments that are more specific instead of so general.
DeleteYellow- Giving cues and prompts instead of immediate feedback
Green-using different types of assessmevts like 4 corners,gallery walk,...
Checking for understanding is critical! I will ask open/ended questions so that it forces the scholar to think and write about their thoughts. There are some great strategies using LEAD4Forward. I also love using hand signals. A five means they understood the lesson a 1 tells me that I did not do a great job with presenting the lesson. I also enjoy using Think-pair-share, this allows the kids to get out of their seat and pair up with another student to share their thoughts. A dyslexic scholar needs checking at least 3-5 for understanding. The Exit Ticket are great tools to use at the end of the class. Libby Taylor Jones Clark Elementary PLA
ReplyDeleteThank you Libby, I am going to look at the strategies from LEAD4Forward. Great point about working with students with dyslexia.
DeleteHeather Griffin @Sheehy
Hi Libby,
DeleteI also love using hand signals during my lessons to check for understanding. I agree with you that our scholars need at least 3-5 checks for understanding. It helps both us to decide how we are doing in teaching the lesson, as well as allowing time for self reflection for the scholars.
Libby,
DeleteThink-Pair-Share and the Exit tickets helps develops their self-esteem & leadership skills/traits. Great ideas!
Paige Palmer's reflection is so reflective honest! I, too have lessons that slip away and have not checked for understanding. For me, the issue is usually time. Time seems to disappear in the engagement part of the sharing without space for the actual student check for understanding.
ReplyDeleteFor me, the checking for understanding seems easy and natural when it is summative. The formative gets lost. I can get a sense of the class understanding, but do not often enough obtain individual feedback.
Red Light: The need to check daily and make the check readily available- accessible is essential. The two ideas that I would like to implement that will improve my ability to check for understanding are beginning to incorporate more non verbal responses within the lessons and using prompts that explicitly embed common core standards within the task.
Yellow Light: Checking for formative understanding in math sessions more readily prevails with ease as the team shares agreed upon exit tickets. Our gracious math coach helps us craft reasonable and reflective tickets. Because they are quick, easy, frequent, and accessible, they hold me to being accountable for knowing where my students are in terms of their learning. This knowledge slips away at times if/when my class falls behind, when "we run out of time."
Green Light: A reflective practice of "What did you learn today?" shares with me student written responses that articulate what the students learned that day in language arts, math, and science. These three usually simple shares give back strong feedback that is most often formative and focused.
Marsha Leibson
Foster Elementary - Hillsborough Public School District
My students use hand signals all the time, and they are great. It's a great way for the students to communicate with each other and keep things going. I love the "What did you learn today?" idea. A quick and easy way to assess.
DeleteRosemary Graf
Foster Elementary
Module 7}
ReplyDeleteWhen teachers analyze student's work we gain knowledge about their skills, attitudes, learning styles, strengths and weaknesses. Today educators have access to many innovative formative assessments that provide valuable feedback on the impact of our teaching.
With Learning Intentions in mind we select a strategy to make sure scholars understand the lesson. Take K-2 Math for example. I find that using a whiteboard to complete "show me" assessments work well. It allows students to draw their answer to: "how many tens & ones are in a set" and "identify specific shapes."
I like to use the "class poll" assessment opportunity during K-2 Language Arts. When I hold up cards with vocabulary and spelling words, students can raise their hands and answer "verb, noun, or adjective." Afterwards I know who needs help with which part of speech.
My favorite are the K-2 Reading Comprehension lessons because Journeys is the best! This is the perfect opportunity to assess learning by way of "listening to partner discussions." It's awesome to see scholars talking about a story they just read and they enjoyed.
So, I pass out sheets of plain white paper and tell scholars to draw a timeline with three notches. I want them to talk about "what happened first, next, and last" then write it on their timeline. As I walk around the room (correcting & praising), I will respond directly to each student.
PLA103
The weakness I have always had is that I sometimes spend too much time on the discussion and it takes too long.
ReplyDeleteI would like to try the “Say Something” strategy, where students build on a topic and add to it. Sometimes they say, “I agree with so and so.” They don’t want to expand on that, but I won’t let them get away with it. This strategy is a great way to expand on the topic. I give out table toppers (stuffed animals) for students who go above and beyond, and this is a great way to give out those table toppers and push students to really expand their thinking. But the great thing about this strategy is that they have to repeat what the previous person said, and then they have to come up with something new, which, again, really pushes them.
One of my strengths with regards to checking for understanding is using discussion to make sure that my students understand what is being taught and that they are understanding the concept being presented. They also use signals to let each other know that they want to add on (use a plus sign with their fingers), agree (hand in a fist with pinky and thumb outstretched and they shake their fist back and forth), or disagree (place finger on cheek and make the “hum” sound). Students have to prove their point. Sometimes they are right and sometimes they are wrong. It really is a great way for them to teach the concept (research shows that 90% of those that teach the concept retain what is being taught) to each other and to help those that may have a wrong answer and be a little stuck to get it.
Rosemary Graf
Foster Elementary
Hey Rosemary!
DeleteI thought that the “Say Something” was interesting too. I have found that my students don’t elaborate on why they agree with their classmates, and it is hard to check their understanding. I also liked your idea about differentiated the “Say Something” discussion so that everyone is getting something out of the discussion.
Thanks for your thoughts!
When I was in the classroom, I also struggled with spending so much time on discussion and new instruction. It can be tricky trying to juggle all the parts of the lesson. I love the idea of using signals during discussion. It is a great way to not only check for understanding but keep students actively engaged.
DeleteI like to use Four Corners a lot in my classroom, it gets the students up and moving about the classroom while I assess what they are getting out of the lesson. Also, students get to articulate how they are thinking and based upon their thinking I can clear up any misconceptions.
ReplyDeleteI also use Exit Tickets as a way to check for understanding.
Yes! Four corners, thank you for the reminder!
DeleteChecking for understanding is an important step in the teaching and learning process. The background knowledge that students bring into the classroom influences how they understand the material you share and the lessons. Red-Sometimes during the lesson I forget to check for understanding after the next day. One strategies that I would like to try more this upcoming year is entrance and exit tickets.
ReplyDelete"The background knowledge that students bring into the classroom influences how they understand the material you share and the lessons."
DeleteI really appreciate this bit of text. Pre-Assessments are vital in the classroom. We can write our lessons based on what scholars already know, what they kind of know, and what they don't know. I simple circle chart or table would be awesome for this. If we can agree that all students know certain parts of a subject, then we can reteach briefly instead of spending so much time on things that are already common knowledge to the scholars. I'd rather teach more on the ideas of what they know a little bit about and what they don't know at all. I feel like this could save all educators a ton of planning time and allow us to really take a concept from a mediocre understanding to exceptional understanding of a subject.
Zach Brubaker - 5th Grade - GVP
Brandon- I love the idea of entrance tickets! Doing a writing a summary of yesterdays lesson or even a quick question to answer is such a great way to move into the current lesson, check for understanding, and warm their brain up learning.
DeleteI too find that checking for understanding is crucial, this assists you in planning for your next day. Also, it allows you to alter the lesson or go back and reteach. I believe one of the best ways for checking for understanding is through collaborative conversations. As a teacher you can really listen to your students and know if they truly understand what they are learning.
ReplyDeleteGreen- I feel one of my personal strengths with checking for understanding is providing my students with sentence stems so they can get their collaborative conversations started.
Yellow- I want to try the graffiti wall and also read over the LEAD4Forward strategies for this upcoming year.
Red-As I have read in this blog time is the issue sometimes as teachers we forget to check for understanding or get so caught up in the lessons that we forget.
This comment has been removed by the author.
ReplyDeleteRed: I feel that my weaknesses with checks for understanding would fall under coming up with new innovative ways to check for understanding. I feel that I could incorporate more games or interactive activities in order to check for understanding. I absolutely love the section on Check for Understanding Through Writing. I would pose similar prompts to these, however the way that the writing prompts in this section were posed, will really peak the interest of the scholars. I really like the crystal ball check for understanding.
ReplyDeleteYellow: towards the end of last year, I incorporated in a lot of white board use for checks for understanding. I really felt that the students enjoyed this and responded well to it. I would like to incorporate that from the beginning this year.
Green: I feel that my strength with checks for understanding was incorporating in verbal, non-verbal, and written checks for communication. In my class I always emphasized verbal checks for understanding because I taught primarily ESL students. I learned that when students were able to communicate and collaborate with one another, it helped lessen the anxiety they felt in sharing their thoughts with the class.
Another strength I had with checks for understanding was incorporating in whole brain teaching. Whenever I could, I would make hand motions and a chant for a given lesson. I would teach it to the students and then the students would teach it to a productive partner. I felt that this method worked wonders with my squirmy students.
Hayley Long
DeletePLA Jones-Clark
1st grade
Haley
DeleteI could sure use your brain for developing additional ways for non-verbal/non writing students to demonstrate their understanding. I do differentiate and often offer strips of answers choices that they can place, but I would love to learn ways to help them independently help me know what they are thinking.
Any suggestions?
Red: My lessons are short in length, 20-30 minutes,often pushed into another teacher's classroom, so I struggle with consistency in ensuring assessment is a part of all of my lessons. I want to be more consistent in assessing student learning in an efficient manner. Finding a quick, effective way to assess my students is going to be a priority this year. If it's quick, I am less likely to miss this opportunity to know more about my students' learning.
ReplyDeleteYellow: I am working on developing assessments that are more varied. I often have students write in response to an exit ticket. While this is an effective assessment tool, it takes time (5-10 minutes depending on the question). As I mentioned earlier, 20-30 minute lessons do not leave much time for students to learn, practice, and reflect on their learning through assessment. I have tried using the questions that come with the articles on Newsela and Commonlit, but the data I get from those aren't terribly useful for everyday instructional planning (Did the student just guess? rush? even read the question and/or article before answering?) I am working on more varied ways to assess students. I notice when I utilize one type of assessment more than a few times in a row, the students are less likely to do their best the next time they have that type of assessment.
Green: I have been really pleased with student response on the exit tickets for ELA, when I have time for them at the end of my lessons. I write an open ended question, firmly based on the learning intention of the day's lesson. We use a rubric for the reading responses and the students self assess their responses before turning them into me for grading. I find these tickets really let my have insight into student understanding and needs. The self assessment forces student reflection on their work, which has been a powerful tool for student learning growth.
I completely agree that if the assessment is quick, it will be easier to make sure to make it a priority in every lesson. I, too, struggle with making sure to do this every single lesson, for the same reasons. One of my goals for this year will be to make assessment a priority in every single lesson!
DeleteCarissa Gangi - Foster Elementary
Red light:
ReplyDeleteOne weaknesses I have with "checking for understanding" is trying to “check-in” with each individual student after introducing a new lesson/project. I plan to resolve this by using a quick visual check for each table group then help ask the table groups to check on each other... if I see any inconsistencies.
Yellow light:
One area that I am working on "checking for understanding" is using students sketchbook/journals as an assessment tool. I plan to incorporate a visual check of each student sketchbooks/journal at the being and end of each lesson/project.
Green light:
One area that I am strong in "checking for understanding" is “checking-in” with each individual student at the end of each lesson/project by looking at each artwork and using a rubric and reviewing what the student has accomplished or what they need to do to succeed.
Hello,
DeleteI like how you ask the table groups to check on each other, I will try to incorporate this into my classes. I will ask the scholars to check on the person sitting to right of them and this will allow each person to check on someone else. You mentioned that you sometimes struggle with checking on each individual scholar after introducing a new lesson, I usually walk around the classroom several times as they get started to make sure everyone understands how to begin the lesson. S. Duff PLA@103
Checking for understanding is critical to developing meaningful lessons the build student comprehension, engagement, and a core knowledge for building the competence to tackle the next level of learning. The ability to hear their thinking and the processes they took to get there is the best way to uncover where they are growing and where they need further assistance.
ReplyDeleteRed- The area that I continually fail is managing learning in bite sized chunks. Sometimes I go way too deep into the curriculum where I’m touching a level of understanding that I not on their grade level. Having a combined classroom of K-2 often makes me focus too much on 2nd grade and not enough on the kindergarten level. I think I often think that teaching at the higher level is best, but each level is important. It’s too much of a stretch for the younger students and as a result pieces are being missed. Assessments are given at too high a level for the younger ones which causes me to over modify when I could merely create assessments for their grade level which would be a better representation of their abilities.
Yellow- I ask lots of questions during lessons but I need to create popsicle sticks with names so that I can be sure to touch every student. Again, I need to ensure that questions are created based on grade level expectations.
Green- Differentiating assessments is an area of success. Creating modifications to expectations without diminishing the curriculum is done very well. Additionally, I continually analyze data and make modifications to future plans to ensure students are grasping the content being presented.
I like the idea of of using popsicle sticks with students names on it to make sure all students progress is being checked and the lesson can be adjusted. Thank you for the wonderful idea to use next year!
DeleteTamekia West, Oak Park Elementary
Red: In my previous teaching experience, as a system, we used tests. Computer-based assessments were used for the students to check their understanding and growth. We were required to give these constant assessments in our classrooms. I don't believe that they gave a true representation of what the students were learning and/or struggling with. I know that I could have done better about checking for understanding using different methods, but as with anything, you learn from your mistakes ad past experiences, so I plan to come up with new ways to check for understanding in my classroom.
ReplyDeleteYellow- I like the idea of using "Fast Facts" to check for understanding. I will give my scholars a task and suggest that they can accomplish the task to move onto the next activity. I am not going to force a scholar to do something that they can't do. As long as I know that they are trying their hardest in the moment, I will work with them to accomplish the Fast Facts activities in my room. Another activity that could be beneficial is to create a Jeopardy game. I will allow my scholars to create the clues for their classmates. We will compile the clues Monday - Thursday then before an assessment, we can make a game out of the clues to see where the class as a whole is in their understanding.
Green- I think a strength for me will be the level of engagement that I have with my scholars. I want to get away from the paper and pencil tests/quizzes. I want to make assessments so fun that scholars may not even realize that they are taking one. Subtle games or activities can accomplish this. For instance, I think a strength of mine is making people laugh, so I might do some funny and quirky things to help my scholars remember a subject matter, etc. (make songs, games, dress up, etc)
Zach Brubaker - 5th Grade - GVP
I agree that constant computer based assessments should not be our only way of assessing students. When used too often, it leads to students "clicking through" the assessment just to get done. I want to create some of the engagement with the computer based assessments. I'm thinking of some type of recognition for great scores, maybe a cheer or putting their pictures up on a poster. I'm still working on it.
DeleteSharron Cruz, Sheehy Elem.
Red - I think my weakness when it comes to checking for understanding is variety. I would like to add more ways to check for understanding in my class. I will use some of the suggested ways from this chapter.
ReplyDeleteYellow - I think this year occasionally I will add an exit ticket to check for understanding. When I am focusing on certain terminology I may use an exit ticket to check for understanding of terms.
Green - I feel that my strength when checking for understanding is allowing the scholars to show me what and how to do something on the computer. A lot of times assistants, teachers and student partners want to complete the task for a student instead of allowing that student to show how they think it should be completed. I think allowing the scholar to go through the process themselves gives them a better understanding and as well as allowing them to remember what they need to do and how they need to do it. S. Duff PLA@103
I definitely agree that allowing the students to complete a task themselves is very important. They will never truly learn how to do it if someone else does it for them. I also think you cannot see what they actually know if someone is helping them during an assessment. I find when kids are completing a task on their own, even if with guidance, they learn more and it sticks better than if someone does it for them and only models.
Delete
ReplyDeleteRED: I think my weakness would be failing to stop in enough time during lessons, to get the check done. I get wrapped up in teaching and often don't get the the understanding check on a regular basis.
YELLOW: I think a focus this year should be on vocabulary and terms.
GREEN: I feel as though my strength in checking for understanding is the use of Exit Tickets, when I use them. I use a variety of Exit Tickets depending on the skill or subject taught. Sometimes using a simple gallery wall with post-it's and simple student responses will assess understanding. Other times, a more structured check system can be used, such as in reading, I may be teaching plot development, and the students may get an exit ticket relating to the section of the story that we read that day. They may be asked to identify what part of the plot was read, and how do they know (evidence).m
I like your post! I also get lost in teaching a lot of times and realize i'm out of time. I hope to get better at that this coming school year.
DeleteRed: As the school principal, my weakness relative to checking for understanding is that I wasn't holding my teachers accountable for this through feedback and celebrations in the form of notes in my Friday Focus when I saw this occurring in the classroom.
ReplyDeleteYellow: Areas I am working on regarding checking for understanding include getting into classrooms every day beyond required walk-throughs to identify teachers using checks for understanding and those needing to grow in this area. I plan to use the OneNote Class Notebook to provide immediate and targeted feedback to teachers. Teachers will be able to write their own reflections and add photos on this platform as well.
Green: One strength is my knowledge of pedagogy which will help me identify effective formative assessment practices and offer suggestions on ways to add and vary teachers' checks for understanding.
Red: Weaknesses that I have when checking for understanding is to to do informal checks throughout the lesson (before, during, and at the end of the lesson). By checking at different points during the lesson it could help with what direction to take in teaching the lesson.
ReplyDeleteYellow: Areas I am working when checking for understanding is to give students different ways to show what they are learning. Some students are verbal while others may prefer drawing or writing it on a sticky note. I also need to make sure that I am giving immediate feedback vs. taking us written and then going over them the next day.
Green: One area that I am strong in when checking for understanding is doing exit tickets end of the lesson discussions.
Tamekia West, Oak Park Elementary
Carissa Gangi - Foster Elementary
ReplyDeleteRed: One of my weaknesses is to give feedback immediately. My main struggle is that I don't always end up having had planned for enough time to get to an exit slip, or something of the sort, with every single lesson. A goal of mine will be to place more importance on this factor of learning in my own mind so I can make it a priority with every lesson.
Yellow: A simple strategy I have tried a couple times with my previous 2nd graders, but not yet with my kindergarteners, is something I found on Pinterest - Colored pockets or folders to place completed assessments in, based on how well the child did, or how much he or she struggled. For example, a child decides, if they had a very hard time, to place their work in the red folder. Another child who struggled a bit but is starting to get the hang of it might place his or hers in the yellow folder.
Green: Something I am very familiar with using is exit slips. I usually will give each child a post it and have them respond to a question about what we just read (early in kindergarten the kids may draw a picture instead of write a word or two). With the 2nd graders there would be questions on paper to respond to most of the time.
A strength with assessments is that I think I do a good job with adjusting groups based on results, and as often as necessary.
The main informal assessment I try to use at the end of most whole group lessons is the "thumbs up, sideways or down" depending on how well they feel they understand what's been taught. I've found my kindergarteners to tend to be more honest with this than my 2nd graders were. I think a small part of this is because together we had created a comfortable learning environment in which they were not embarrassed to admit that they are struggling.
Carissa Gangi - Foster Elementary
Red: My one weakness is not giving the students immediate feedback after a lesson. I find sometimes that time gets away from me and I don't have time to reach every student to make sure that they understand the material and who do I need to make sure I meet with before the end of the day.
ReplyDeleteYellow: What I want to work on would definitely be giving those exit tickets and making sure I meet with students that are struggling. I am going to try and put this stop sign strategy in place that I saw on pinterest. The students will have three circles on their desks. Red meaning that they are not getting the material and need immediate help, yellow are the students that need some help, and green are the students that are good and don't need any help. I also plan to work on checking for understanding during my lesson as well.
Green: I like to use different types of assessment with my students. I really like the gallery walk and four corners. Also asking the students to explain to me how they got an answer or how to did they come up with that answer. I really want them to be able to explain their thinking.
Jennifer Edwards- Thea Bowman Leadership Academy Elementary
I like the stoplight colors on the desk idea. This may be something we want to try as a grade level to make sure we are getting to the kids who need the most help. Those who are in the green on a skill could also be used as peer tutors maybe.
DeleteRed: My weakness was not knowing how to properly check for understanding. I was given many ways to check but it was never clear how to follow up. Time was also my downfall. Trying to navigate all the new things I had to do and track students was so hard for me at first.
ReplyDeleteYellow: I feel like what I need to work on and what I have been reflecting on this summer is ensuring that the students have a simple and quick reflection piece that will give me a clear indication that they understand what we are doing.
Green: I need to get better at providing proper instruction that falls directly into every piece of the lesson everyday. I had the problem last year of not knowing how to tie everything together and being lost a lot. I had to overcome a lot to really get my footing. I am so glad I have done this book. It has really given me some wonderful insight.
Briana Porter
PLA@Jones-Clark Elementary
Checking for understanding is definitely time consuming. Once you have find techniques that work for you and your scholars it will fall in place. It will benefit you to have many different strategies. I love how you mentioned that you need to improve at some things. As teachers we are always reflecting on ourselves and that's how we improve.
DeleteHere are some strategies that have worked for me:
Quick 2-3 question exit tickets/problems on a half sheet of paper
Whiteboards for quick check answers
Fact checks for addition, subtraction, mulitplication or division.
I agree with you, this book club has been very beneficial for me as well.
Checking for Understanding is 100% time consuming in the classroom more than it is in the Gym. But I also think it helps us "Special Teachers" when we do communicate - It helps us Understand a student better and the positives and negatives that they might be going through because we do not see them everyday like you guys do.
DeleteSo I appreciate all that the classroom teachers - the time and efforts to helping us out.
Red: When checking for understanding I struggle with doing formative assessments that aren’t written down. During the lessons we do quick checks for understanding but when the lesson is finished I struggle to remember who needed help with certain parts of the lesson. I have tried many times to take notes by using sticky notes or a chart that I created but it doesn’t work out long term.
ReplyDeleteYellow: Last year my school implemented something called edulastic. We used it for exit tickets in math and reading daily. This made exit tickets so quick and simple for me. I could create my own questions based on my lesson. I would use 2-3 questions to check for understanding and could reteach or move on to the next subject. It was easy to check and see what standards scholars needed help with. The system allowed you to choose what standard belonged to each question. I love edulastic even though it took some time to get it used to, it is well worth it. Edulastic could also be used to create summative assessments as well.
Green: I love using whiteboards for quick check for understandings during lessons. My scholars love to play a game called toothy that I purchased from teachers pay teachers website. During the toothy game scholars are engaged and I can see who needs a reteach during small group time and who needs more challenging assignments as well.
What I love is also have scholars write questions and give them to a partner. It shows that they truly understand the concepts when they can help/teach others.
Charlene Long-Trix Academy
Mackcine Jordan@PLA103
DeleteHi Charlene,
Thank you so much for sharing your thoughts.
YELLOW: Our school implemented the online use of Edulastic. For me, Edulastic was a very valuable assessment tool. You are on point about what you gleaned from the use of Edulastic. At first, it was very challenging. However, when our students took the ILEARN test, they were well prepared. I am in agreement with your thoughts.
Mackcine Jordan@PLA103
Mackcine Jordan@PLA103
ReplyDeleteModule 7: Designing Assessment Opportunities
To start with, this module gave many techniques to utilize for “Formative Evaluation.” Which will be very helpful as I endeavor to educate students. In addition, the reading confirmed that many of the ways to “Check-for-Understanding” are already in place in our daily routines. What I discovered very challenging---is the technique of “Wait Time.” Oftentimes, I am in a hurry to get to the next required task. I learned from the reading that, “teachers can leverage dialogic instruction to deepen knowledge.” This is a technique that I will utilize.
Red: I need to improve on giving more immediate feedback to individual students(not the whole class) to make sure they understand the concept/skill they did not master.
ReplyDeleteYellow: I will be implementing more this year the the strategy of peer instructions. With peer instructions students are able to evaluate and shape their own learning.
Green: When checking for understanding I like to give reflective questions; where the students have to apply the concepts and skills they have learned. I also have students create their own reflective questions to challenge themselves and others to be more hands on with their learning.
I think my biggest weakness when checking for understanding last school year was in my formative assessments. While planning for the upcoming school year, I have spent a lot of time focusing on creative formative assessments that offer immediate feedback so that students can self monitor their progress. Although I want to incorporate digital tools that offer students the ability to visually see their strengths and weaknesses, I am mindful that I also need to make sure that I balance this method with activities that involve classroom engagement. My strengths in assessment, I believe, is my ability to lead discussions that help students evolve and elevate their thinking
ReplyDeleteShannon, it definitely helps me to know other teachers struggle with the same area. It sounds like we have a very similar style of teaching. I like your suggestion of digital tools and will add that to my list of things to try for my students. Thank you.
DeleteRed: My greatest weakness last year for checking understanding was doing it on a consistent basis. My goal this year is to make checking for understanding a consistent thing I do on a weekly basis or on an appropriate basis. I will also be working on improving my informal assessments, such as questioning.
ReplyDeleteYellow: Something I want to be more consistent with this year is immediate feedback. Last school year, my feedback was not always as immediate as I would have liked. My goal this year is to always give the students immediate feedback.
Green: One thing I do well with assessment is differentiating them for my students.
Red - Outside of the required assessments, I really struggle with "showing proof" in a written form of my students understanding.
ReplyDeleteYellow - I plan to this year find easy to use ways to keep track on paper how and what my students know and are learning. I have an awesome team and I plan to collaborate with my team, pick their brains and create a binder system that makes it user friendly to keep notes and effective points of what my students need to know, are learning and have mastered. A lot of what this book talks about by breaking down the standards will definitely help create teaching points to check for understanding.
Green - I'm really good at the verbal assessments with my students. We have a lot of conversations together. And I use student teaching a lot as well. I've also been very successful in subject journals. This has been extremely helpful keeping track of what they know and it shows progress over a long period of time. It's also very rewarding for the students to be able to go back and see when they struggled to write their name, to being able to write a sentence. That self pride shows all over their face!
I love that you use verbal assessments in your classroom and even let the students show what they know by student teaching. I think this is a great and unique way to assess learning! :)
DeleteRed: I feel my greatest weekness is consistency. Checking for understanding in every lesson is very important. Next year I would like to be better about checking for understanding in every lesson.
ReplyDeleteYellow: Something I want to work on is calling on kids randomly, not just the ones with their hands up. This way I can get a better idea if more students understand.
Green: One strength I have is creating a variety of assessments. I frequently like to use different exit tickets and quizzes to assess students learning.
Red: I think my weakness is in not always making time to check for understanding. When a lesson gets going I sometimes lose track of time and class is over before I know it. If I haven't planned well enough ahead I forget to make time to check in with the kids.
ReplyDeleteYellow: I would like to be more consistent about providing feedback to the kids as quickly as possible. Sometimes I get behind and don't always get things checked right away. I've had exit tickets sit on my desk for a couple days on occasion and by the time I get them back to the kids we've moved on. I try to backtrack with those who needed help but it's hard to keep up sometimes.
Green: I'm really good at using the data from assessment to plan future lessons and pull small groups who need additional help.
Tammy Ahern- Thea Bowman Leadership Academy
HI Tammy,
DeleteI totally get the time thing... At times in the gym just when we get started it seems like it is over already. But I make sure to stop what I am doing so that the students do not, or try not to get lost in my gym classes.
I can only imagine, all the material needed to stop the class for english, or math. Checking for understanding could be on opposite sets of the world for students in the classroom.
I really like how you said you use your data to plan future lessons.
I wish I could do the same. I am not that good at that. We just go out there and play. But they know that I am going to ask questions.
Hi Tammy. I agree that finding time to fit everything in is a challenge. One thing I've done is allow students to answer a question for an exit ticket. Instead of handing it in, they keep it. We review the correct answer together. They score their own card before turning it in. I'm not sure if this would be helpful or possible in every situation but it's an idea.
DeleteModule 7 - Checking for Understanding
ReplyDeleteChecking for Understanding in the gym room can be kind of tricky at times, but I seem to fit it in with just slowing things down a bit because of where I teach.
I see the students once or twice a week, so my lessons are longer, and I am able to have mini-group discussions within the lesson that I am Teaching.
It seems to either worked itself out or has been really great for my students.
Checking for understanding is a must in my classroom and the students already know this. We do not do as much writing as I want because of the time frame but I can tell that my students are ready to answer and discuss when we get to that point.
Red - In this area - I would have to say: Because I only see my (K-8) Classes once or twice in the gym the checking for Understanding becomes difficult when students miss my class, for whatever reason.
Example (being sick, tardy, or in trouble).
Those students get lost at times - and are doing there best to catch up.
When a lesson gets going I at times lose track of time and class is over before I know it. Even when we are having fun in the gym.
Yellow: If time is permitted I would like to be more consistent with having them write more in the gym. I guess be more flexible - but when my students are learning different games, rules, strategies, drills, movements and so on its hard to stop and have them write. So we end up checking for Understanding at the end of class or lessons with examples of student Volunteers.
Green: I am pretty persistent with checking for Understanding though with all grades. Especially (6-8) I stop the game at the end of class, but they get through it, plus it helps me group my students into teams so that they are even throughout the school year.
Checking for Understanding is big in my class. I have a big sign in the gym - with it detailed and everything. It helps my students know that they have to be able to give me some feedback with just going out there and preforming. Everyone has a different skill level and using this makes everyone on equal playing grounds.
This is one of my biggest assets that I have used throughout my years of teaching and it has helped in many ways.
Marty Castellon - Trix Academy
As a first year teacher I am still learning everything, so I struggle with many things... My biggest weakness is just applying checks for understanding. It's so easy to slip in a game or have students complete a exit slip, but actually looking at the data and understanding what I need to do with that information is the hardest part for me. With the curriculum moving onto a new topic the next day it's hard to go back and reteach if students aren't following along.
ReplyDeleteI would like to work on making more time to reviewing, small group check ins and applying that data. I think I do a good job of assessing students understanding and really knowing where which students are at after a lesson, so just taking the time to apply their knowledge or lack of knowledge to a lesson will be something I plan to work on.
My biggest strength is creating engaging checks for understanding. My scholars love Kahoot, jeopardy, anything that involves writing on the board, anything that they get to talk and share what they're thinking, and basically anything I can disguise as a game or competition!
The first year is so hard, and I'm sure you did fantastic. I agree that it's important to make it fun for them so they stay engaged.
DeleteRosemary Graf
Foster Elementary
Hello Molly,
DeleteAs a first year teacher last year, I can completely relate. At times, I felt I was just trying to survive with so much information being thrown at me. I feel these areas will improve with experience. Hang in there!
Tiffany Sanchez
Sheehy Elementary
Red: The one weakness I have with regards to checking for understanding, is that I may not always get to the written assessments I give my students right away. It sometimes takes a few days to review and critique what they have done.
ReplyDeleteYellow: This year, I would like to be better about reviewing assessments as soon as possible, this is mainly in writing.
Green: One of my strengths in checking for understanding is that in math, when the students have a test, I check it right away and they come to the guided reading table and fix what is wrong in crayon. This lets me know that they do understand what they did wrong. Another is the discussion part of checking for understanding. It’s important for them to help each other to understand what they know and may not know. They actually conduct the discussion, with me as the facilitator and correct each other when wrong or agree and add on when right.
Rosemary Graf
Foster Elementary
I like how you allow the scholars to check their math assessments with you. I think it is extremely beneficial for scholars to understand their mistakes in order to make it better for the next time. Too often scholars see a grade and ignore the fact to look into what went wrong.
DeleteBrianna Cosgrove
George and Veronica Phalen Leadership Academy
Chapter 7
ReplyDeleteThis chapter was very motivating and thought provoking for me. I was challenged to revisit different strategies I have used to check for understanding. Checking for understanding is a vital part of a lesson. My perspective is you can’t have a lesson without that component for checking for understanding. Checking fir understanding drives your teaching.
Important Takeaways
Formative assessments have to be intentional. Your check for understanding should be as intentional with a focus as the lesson.
Checking for understanding through dialogue instruction is very important. This dialogue generates thinking in the students and provides me an opportunity to assess formatively.
Generating opportunities for students to write creates opportunities to Saeed formativly.
I have always used discussions strategies with students to assess learning.
One strategy I have used is the Fishbowl.
I put a group of students in the middle of a circle and then I put the same number outside the circle. The students outside the circle form a circle around the students inside the circle. The students on the ohtsde ask questions about a subject we are studying to the students inside. Sometimes I provide the questions. It is at much higher level of thinking if the questions are student generated. You can observe what the students are thinking. These questions require the to provide evidence and reflect. They are not one word answers.
For writing in Literature, Sciences, or Social Studies I use the stem. I thought it was a big deal that——————— because———-____This strategy really allowed thinking and formative assessment for my students.
As I said this chapter really compelled me to revisit CFU. Angela Posey@ Phalen Academy 103
I agree Mrs. Posey, this chapter helped me revisit the importance of CFU for our LP, even in our small groups.
DeleteLibby,
ReplyDeleteI plan to investigate the Lead Forward. I like the Think Pair and Share strategy.
Angela Posey @Phalen Academy@103
My greatest weakness with checking for understanding is remembering to do them. I often plan them in my lesson, but get caught up in discussions or helping individual students that I often miss opportunities for formative assessments. The checks for understanding that I use are often thumbs up/thumbs down, think/pair/share, and learning logs.
ReplyDeleteAs an English teacher, I use writing formative assessments more frequently than the others. Often students write at the beginning of class and answer one or more open-ended questions about the lesson the day before. I also use writing assignments before a new lesson/unit to see what they already know about a topic before I begin to guide my instruction. This chapter is a great reminder how important CFUs are for mastery and they must be intentional and used to guide instruction.
I feel like checking for understanding is a strength of mine. This is something I've done frequently. My classroom is full of talk time. I feel that by simply listening to the way scholars explain what they've learned to others is a great way to tell if they understand. I've also done thumbs up/down, 4 corners, and a quick checklist that allows students to just check their level of understanding. The module explains how to use writing to check for understanding. This is one I should work on. I like the idea of admit slips. The Crystal ball method is wonderful. Students would have to reflect upon what they've already learned and look for clues around the room to come up with as answer.
ReplyDeleteRed: I find that my weakness is not getting enough formal checks for understanding. I do a lot of informal checks throughout my lessons, however I never have any evidence to come back to and look upon.
ReplyDeleteYellow: This year I would like to use more forms of written checks for understanding so that I have data to drive my lessons. I want to make sure that I am aiding the scholars who may be confused or falling behind.
Green: I used a lot of verbal checking for understanding like a thumbs up/thumbs down and allow share pairs walking around and monitoring. I will continue to use both of these this year.
Brianna Cosgrove
George and Veronica Phalen Leadership Academy
I apologize for the late posting to this module, but I am currently overseas on a mission trip in Honduras and I have had major WIFI connectivity issues.
ReplyDeleteRed: I really do not do many formal checks for understanding, I mostly do informal checks with my kindergarten students. Since I am teaching many foundational skills at the beginning of the school year...I tended to wait until later in the year to do these types of checks.
Yellow: I hope to improve in the areas I have already discussed in the red part of my stoplight reflection. I want to ensure that all my students understand what they are learning and I want to do all I can to help them.
Green: As a first year teacher last year, I felt I succeeded in asking my students probing questions about what they were learning and prompting them when necessary. These informal checks, especially during my reading block, I felt were my strongest areas.
Tiffany Sanchez
Kindergarten
Sheehy Elementary
Red: My weakness with checking for understanding comes from using exit tickets. The process is important. The difficulty is being able to check with each student and know if they got it, when I can't read their work (kindergarten). I end up going child to child and this isn't good for pacing, and can begin behaviors. I want to know if students "got it," and this is something that I need to work on.
ReplyDeleteYellow: I am working on using more rubrics and check lists as a way to informally assess students at the end of lessons and activities. This is helping also with monitoring "exit tickets" for lessons with students who are still learning how to write.
Green: I think I do a good job with wait time. Also I am constantly trying to have a way to leave every lesson that is showing me and the student the learning that took place, and how the student feels about his/her progress
Joanne Mathers
Oak Park Elementary School
Red: weakness is creating exit sips that are summative of a lesson
ReplyDeleteYellow: I'm currently working on a tic tac toe of ideas for teachers to use to check for learning throughout the reading lesson
Green: Using the data collected to review misconceptions and target certain strategies and skills in the next lesson.
Foster Elem
Tamon Williams
Red: Create easy to grade CFU for the LP.
ReplyDeleteYellow: Include CFU for middle of each small group lesson, so I can modify if need be during Lesson, instead of next day.
Green: Use data to modify LP, and address each child's deficit/mastery.
PLA 103 Indianapolis