Category Archives: Inquiry Resources

Technology and Formative Assessment

Formative assessment has been recognized as an important part of helping students to enhance their learning. Research has shown that formative assessment can help increase student performance and grades. Brown, Hinze, and Pellegrino state, “There is now a substantial body of evidence from K-12 classrooms showing that quality formative assessment practices enhance teaching effectiveness and produce student academic achievement gains (2008, p. 246).” Because formative assessment has proven to help increase student learning, technology has began to catch up to formative assessment. Brown, Hinze, and Pellegrino state, “The importance of formative assessment in instructional practice, coupled with the requirements of NCLB and data-driven decision making, has given rise to a wave of commercially available technology-based assessment products that are being heavily marketed to school districts (2008, p. 249).”  There are many different tools for formative assessment that are now becoming available for school districts and they need to be taken advantage of. This article details various tools that are available to schools.  These various tools can help to meet the needs of various users of assessment including districts, schools, students, and parents. The most important conclusion that is drawn by this article is that technology can be an important part of assessment. Brown, Hinze, and Pellegrino state: “With technology, assessment can become richer, more timely, and more seamlessly interwoven with multiple aspects of curriculum and instruction (2008, p. 253).”  Formative assessment can become much more valuable with the use of technology.

Brown, J., Hinze, S., & Pellegrino, J. W. (2008). Technology and formative assessment. 21st Century education, 2, 245-255.

Focusing in on Fresh Grade

When I first chose my inquiry topic, I chose it with the intention of researching and discovering more about the benefits and downfalls of Fresh Grade. I quickly discovered that there is much more technology to be involved in formative assessment in the classroom. However, I still wanted to reflect on the use of Fresh Grade and how it can help student learning. With the introduction of Fresh Grade students are now developing a digital portfolio of their learning. The idea behind Fresh Grade is to make the learning visible.  Kelli Vogstad documents her own journey of using Fresh Grade in the classroom.  She sums up the importance of Fresh Grade stating, “It placed the child at the center of the learning process; students were invited to reflect on and talk about their learning in real and informed ways, and to identify and set new learning goals (2015).”

Through a careful, ongoing process the digital portfolio can help give evidence of student learning, show their learning journey, and invite students to reflect on their learning. Vogstad emphasizes the importance of the teacher’s role in this process stating, “To capture and document student learning, I must be a careful observer, listener, and questioner.  I have to help students create artifacts that are worth “putting their brains on” to talk about and analyze.  I need to be patient and remember that it takes “a lot of slow to grow” (2015).” Fresh Grade is not an effective tool if it does not show what students are learning and how they are growing in that learning. That learning journey can be documented throughout the year using formative assessment. The teacher and students can document ongoing processes and therefore see the progress that has been made. Vogstad discusses how she creates tasks that will help showcase student learning saying, “The tasks behind the documentation have to be well constructed, process-centered, open-ended, thinking tasks in order to invite students to reflect on and talk about their learning (2015).”

Vogstad suggests four types of documentation that could be used on Fresh Grade: two of the same, showing the knowing, celebrating the learning, and communicating the hows and whys (2015). For each type of documentation she provides a brief description as well as real examples of student work. Through Fresh Grade teachers can easily share pieces of work and formatively assess. This can then help inform student’s work later on when they work towards summative assessment pieces.

Fresh Grade also allows students to formatively assess and reflect on their own work. Vogstad discusses the joy of watching her students using Fresh Grade stating, “It is exciting to watch and listen as students talk and write about what they did, and how they learned; what they struggled with, what was successful for them and how they know this is true. Through this language of reflection and analysis, students learn to monitor, assess, make decisions, and goals to move their learning forward (2015).” Students can also go back and compare their learning from the beginning of the year to the end. Fresh Grade is a tool that is changing the way we assess our students and the way they assess themselves.

My own experiences with Fresh Grade have allowed me to see the potential for helping students keep track of their learning journey. Students often display a sense of pride and ownership when they use Fresh Grade. Fresh Grade provides a link between the home and school, giving children an opportunity to share their learning with their parents. Fresh Grade also provides a platform for children to develop their self-assessment skills. They can easily go online and write about their strengths and areas that need improvement. Those comments are visible to the teacher and parents and a plan to meet student goals can be developed. Fresh Grade not only supports teachers and students in engaging in formative assessment, it provides a platform for creating a daily learning plan. Student’s learning is more visible than ever before through the use of digital portfolios. Now students can share their excitement about learning on a platform that can travel with them from grade to grade.

Vogstad, K. (2015, August 31). Digital Portfolios…Making the Learning Visible. Retrieved from http://kellivogstad.com/2015/08/31/digital-portfolios-making-the-learning-visible/

Evaluating Technology Tools for Formative Assessment

Kathy Dyer has researched and written many blog posts about formative assessment and using technology for formative assessment. In her blog post Evaluating Technology Tools for Formative Assessment Dyer discusses the importance of evaluating and assessing the effectiveness in using technology for assessment. Because technology is rapidly evolving and quickly becoming a part of our daily classroom routine, we need to take a critical approach to the effectiveness with which we use it. Is the technology helping us assess whether our students understand the objectives of the lessons? Does the technology help elicit evidence of student learning? Fellow education blogger Steve Peha discusses the importance of measuring the effectiveness of technology stating:

Of course, one thing technology can do is gather data on its own effectiveness. But to truly discover what works   and what doesn’t, we also have to know what’s up—that is, we need to know the “why” and the “how” of       technological advances in education, and we have to measure those advances against yardsticks other than those     provided by the creators of the technologies themselves (2013).

Teachers must search for the right technology to help enhance formative assessment.

Dyer’s blog post along with various other resources confirms that technology can indeed enhance formative assessment. Dyer states:

Research has shown that formative assessment can make a difference in the classroom and while technology tools will always need evaluating there are some good ones out there that can help make a difference. Think of technologies today as tools to enable student learning improvements, not tools to take over teaching, though who knows what the future holds (2013).

Research has proven that technology can have a strong role in formative assessment so long as teachers are willing to search for the right technology and the right use. While technology can enhance formative assessment it cannot replace a good teacher who has strong pedagogical practices in place. It would seem that teachers are the key to technology enhancing formative assessment.

Dyer, K. (2013, September 25). Evaluating Technology Tools for Formative Assessment. Retrieved from https://www.nwea.org/blog/2013/evaluating-technology-tools-for-formative-assessment/

Peha, S. (2013, September 16). What Works? What Doesn’t? What’s Up? Retrieved from http://gettingsmart.com/2013/09/works-doesnt-whats/

Technology-Enhanced Formative Assessment

Classroom response systems can be a useful way to engage students in formative assessment. Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology discusses using technology-enhanced formative assessment for teaching science. Classroom response systems are often known as clickers and are typically used for multiple-choice questions. Clicker systems allow for student anonymity with only the teacher being able to see student answers.

Beatty and Gerace emphasize the importance of distinguishing between the pedagogy and technology of classroom response systems (2009). They explore the use of clickers as a part of the pedagogy of formative assessment.  The pedagogy that they pose is called Technology Enhanced Formative Assessment or TEFA and it focuses on using technology to enhance formative assessment. The TEFA pedagogy focuses on four key principles:

  1. Motivate and focus student learning with question driven instruction.
  2. Develop students’ understanding and scientific fluency with dialogical discourse.
  3. Inform and adjust teaching and learning decisions with formative assessment.
  4. Help students develop metacognitive skills and cooperate in the learning process with meta-level communication (Beatty and Gerace, 2009, p. 153).

These four principles tap into a deeper motivation for using technology for formative assessment: motivating students, developing fluency and understanding, adjusting teaching based on student learning, helping students develop metacognitive skills, and creating a cooperative learning environment Classroom response systems can help teachers and students make formative assessment meaningful. Clickers might seem like a simple way to conduct multiple-choice formative assessment; however, they can be integrated with a teacher’s assessment pedagogy to take on a deeper and more meaningful use.

Beatty, I. D., & Gerace W. J. (2009). Technology-Enhanced Formative Assessment: A Research-Based    Pedagogy for Teaching Science with Classroom Response Technology. Journal of Science Education and Technology, 18 (2), 146-162.

Living Inquiry

This past week I had the opportunity to engage with other teacher candidates around the topic of assessment. This discussion centered around the importance of understanding assessment and having varied ways of assessment. The topic of assessment is a broad topic and it was discussed what formative assessment could look like in the classroom. Edmodo was discussed as a tool for assessment particularly as an alternative to Fresh Grade. We examined a teacher candidate’s child’s Fresh Grade page and discussed the various uses for Fresh Grade. We discussed how Fresh Grade can be as intensive or simple as the teacher makes it. Ultimately Fresh Grade is meant to be a reporting system, however, not all teachers are comfortable with it.  I encouraged those who were not using Fresh Grade to create their own teacher and student page to try Fresh Grade out. I have been exploring Fresh Grade as a classroom teacher and on my own. I have found that Fresh Grade can be useful place for students to self-reflect which is an important part of formative assessment. We discussed how Fresh Grade is changing the reporting system for teachers, students and parents. A CNN article discusses how Fresh Grade is changing the reporting system. One of the creators of Fresh Grade Lane Merrifield decided to launch Fresh Grade after a mistake was made on his son’s report card. He states the purpose of Fresh Grade saying, “This isn’t about posting random things but really documenting each student’s learning moments (2015).” We discussed at the living inquiry event the importance of meaningful assessment and Fresh Grade is one platform that can help make assessment meaningful by documenting the learning process.  If used properly Fresh Grade can help increase student success. In the CNN article superintendent Wanny Hersey states, “It’s an opportunity for parents to understand throughout the year how their kids are learning. We can capture and show them if their child is more confident, is developing leadership skills, or has overcome a specific challenge (2015).” As teachers assess students throughout their learning journey Fresh Grade can help to document more than just the academic learning. Fresh Grade allows teachers and students to show important learning opportunities such as working in a group, being a good friend, or doing hands on learning.

Kavilanz, P. (2015, September 24). Why teachers are ditching report cards. CNN Online. Retrieved from https://www.freshgrade.com/cnn-online-why-teachers-are-ditching-report-cards/

Using Video to Assess Young Children

Using technology for assessment can often seem like it is more practical for intermediate teachers, not primary. Instant Video Revisiting: The Video Camera as a “Tool of the Mind” for Young Children by George Forman gives some examples of how technology can be used for assessment with young children. This article addresses instant video revisiting used to record and reflect on young children’s learning. Several children were recorded engaging in various activities and the teacher noted how each child reacted to themselves on the playback. The video playback seemed to allow children to engage in higher level thinking about their actions. Forman states, “The video camera, as a “tool of the mind” allows Rubin to “download” the details of actions to the videotape. The video replays the physical detail. His mind is now free to think about what the actions mean (1999).” Forman reflects on the how the teacher subtly changed their strategy for video recording, choosing to look for, record, and focus on actions that the teacher could ask questions about or have the child engage in high-level thinking (1999). Forman also notes that the presence of the video camera seemed to affect the behavior of the children that they often wanted to show their best work to the teacher (1999). Overall this article seemed to conclude that there were drawbacks to using the instant video revisiting for young children because they are not as cognitively ready to reflect on their own learning and behavior. A kindergarten teacher might want to start to introduce video recording to help children become comfortable with the presence of a camera, however, it does not seem to be a reliable reflection tool at a young age.

Forman, G. (1999, February 27). Instant Video Revisiting: The Video Camera as a “Tool of the Mind” for Young Children. Early Childhood Research & Practice, 1 (2). Retrieved from http://ecrp.uiuc.edu/v1n2/forman.html

Infusing Technology in the Classroom

Technology in the classroom-Infuse Learning and Edmodo shows a great, real life example of using technology based formative assessment tools successfully in the classroom. The teacher, Lileana Rios uses the example of Infuse Learning and Edmodo which is similar to other available tools such as Socrative. The teacher discusses how this technology has helped her to track her students’ progress and be provided with immediate feedback on their learning. She has discovered that this tool can be used at any grade level in various subjects.  She discusses how her students want to answer the questions using technology because they enjoy using the technology. She discusses the importance of having various answering formats available beyond multiple choice and true/false. Through the tools students can draw pictures to explain their thinking.

She has found that the use of technology increases student engagement and allows them to respond more quickly which in turn gives her a quicker understanding of where her students are at in their knowledge. Not only has technology provided her with quicker feedback she has discovered that students who would not normally be engaged in their learning are sharing ideas, videos and thoughts related to the topic. This student is learning as well as helping to teach other students. She addresses the challenges of using technology for assessment at home using Edmodo. She has counteracted this challenge by allowing students who don’t have access to technology a one-week window to turn in assignment thereby providing them the opportunity to access technology through school or the public library on their own time. Using technology in this way has caused her students to take greater ownership of their learning.

The teacher makes the important point that the technology must be used meaningfully. Rios states, “Technology should not hinder the lesson, it is pointless if it is hindering the process of learning”. By teaching herself and her students how to use the technology it helps her and her students to be calm while using the technology and to therefore have a more meaningful learning experience. Above all it is important to not let the technology take over the classroom. Rios states, “Content is more important than technology.”  Once again this video emphasizes a theme that I have discovered throughout my inquiry process, that technology is useless without good practice. This video raises important points about using technology for formative assessment. It addresses potential concerns and problems with using technology for assessment. This video provides insight into the importance of considering all aspects of using technology for assessment as well as the rewards of using technology for formative assessment.

Ledezma, Daniel. (2013, February 9). Technology in the classroom-Infuse Learning and Edmodo. Retrieved from: https://www.youtube.com/watch?v=Lz0hNJjFy-M

Using Apps for Formative Assessment

I recently taught a lesson to my fellow teacher candidates on using apps for formative assessment. Many of my ideas for this lesson came from a blog post entitled Empowering Teachers with Tech-Friendly Formative Assessment Tools by Monica Burns. I created a lesson plan and Google Slides to help present the information. As part of this lesson plan I had my fellow teacher candidates explore four stations with different apps and websites that could be used for formative assessment. They then engaged in a placemat activity on Lino to share their thoughts and questions about each tool. I have made the lesson plan, slides, and Lino wall available to be viewed.

Monica Burns post provides insight into my inquiry project as well as helps all teachers considering using technology for formative assessment. This blog post looks at different tools for formative assessment. The author begins by suggesting that tech-friendly formative assessment can become a seamless part of the daily classroom, helping teachers stay organized in collecting information and providing easy and effective ways to assess on an ongoing basis (December 14, 2015). Burns suggests some factors that need to be considered when selecting a tool for formative assessment: the audience or age group, the goal of the assessment, and the type of formative assessment (December 14, 2015). It is important that formative assessment fit the grade level and not be too easy or too difficult. What works for one grade level or class may not work for another, therefore, it is important to experiment with a few different tools until you find one that you are comfortable with.

There are different purposes for formative assessment and consequently various apps to meet these different needs. Burns gives suggestions for various types of apps such as quiz apps, show what you know, and data collection (December 14, 2015). Because there are so many apps and websites available for teachers to use for formative assessment it can be overwhelming. That is why it is important to focus first on the assessment, what do you want your students to learn and demonstrate. Once you know what you want your students to show you can determine what assessment tool will best help students demonstrate their understanding. Burns states, “As you begin to develop a strategy for gathering and utilizing formative assessment data in your classroom, take a moment to think about how technology can support this work (December 14, 2015).” For technology to be a meaningful part of formative assessment, we must first construct meaningful formative assessment. These formative assessment tools can help to support formative assessment.

Burns, M. (2015, December 14). Empowering Teachers with Tech-Friendly Formative Assessment Tools.  Retrieved from: http://www.edutopia.org/blog/tech-friendly-formative-assessment-tools- monica-burns

Lesson Plan Apps

https://docs.google.com/presentation/d/12-UhRK5f4PMMv1a470F84Pw2bm39yrzovnm31Ip4R6I/edit?usp=sharing

http://linoit.com/groups/Inquiry%20451/canvases/Inquiry%20451

Making Assessment Matter

There are many great educational blogs that speak to assessment as well as using technology for assessment. Kelly Goodrich writes a blog for the NWEA and in her article Make Assessment Matter: A New Report from NWEA she analyzes a survey of administrators, teachers, and children to discover why assessment matters and what students want from tests. Goodrich discovered several important findings:  First, “students want a voice on assessments and on their education”. Second, “students and educators value assessments—when they support learning”. Third, “collaboration empowers educators to interpret and use assessment results”.  Fourth, “students and educators see silver linings in technology-based testing including increased student engagement”.  Finally, “major gaps persist in assessment literacy” (2014). This blog post emphasizes the importance of several aspects of my inquiry project. It is important that all parties are involved in meaningful assessment that connects to learning outcomes. Teachers need to be well educated on how to assess students in order to help their students become a meaningful part of assessment. Not only should their collaboration between students and teachers, other educators and administrators must collaborate and learn together about assessment. Finally, more time and energy must be put towards having useful technology that will actually work properly to help teachers with assessment. This article supports the importance of well-organized assessment that can become even more meaningful with the integration of technology. In order to meet the needs of students, teachers, and administrators when it comes to assessment then steps must be taken towards more collaboration, education, and a close examination of existing assessment practices.

Goodrich, K. (2014, May 6). Make Assessment Matter: A New Report from NWEA. Retrieved from https://www.nwea.org/blog/2014/make-assessment-matter-new-report-nwea/