This link has been bookmarked by 20 people . It was first bookmarked on 07 May 2008, by Michael M Grant.
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11 Feb 17
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16 May 15
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26 Jun 14
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01 Oct 13
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there are ways to make verbal questioning an excellent formative-assessment method by getting all the students to answer the same question at the same time, and then provide individual feedback.
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- see what they are aiming at (a clear expectation).
- see immediately if their actions meet the target (detailed and timely feedback).
- make corrections on their next turn (multiple opportunities for success).
In order for an assessment to be formative, students must be able to
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- see what they are aiming at (a clear expectation).
- see immediately if their actions meet the target (detailed and timely feedback).
- make corrections on their next turn (multiple opportunities for success).
In order for an assessment to be formative, students must be able to
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there are ways to make verbal questioning an excellent formative-assessment method by getting all the students to answer the same question at the same time, and then provide individual feedback.
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you could have students give a thumbs-up or thumbs-down gesture in response to a statement you make. They can touch the correct word on a display. They can stand up if they think the answer you've given is correct or sit on the floor if they have an answer different from the one you gave.
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There are many other creative ways to have them show they understand.
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students get feedback from looking at what other students are doing and usually correct their choices automatically.
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A side product of these techniques is that students get feedback from looking at what other students are doing and usually correct their choices automatically.
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Students write their answers and hold them up so the teacher and all the other students can see.
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Giving our students true formative assessments means that after we have taught our students, we have to set clear expectations, provide detailed and timely feedback, and give them multiple opportunities to show what they have learned, which also helps them learn from their own mistakes. As teachers, we must provide frequent formative assessments to students so they can see well enough to quit bowling gutter balls and start throwing strikes.
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25 Jun 13
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10 Feb 12
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Assessment provides needed information for the teacher to adjust instructional activities, but that is a by-product of the real reason for doing it. True formative assessment engages students and puts them in charge of their own learning, much as a bowler is in charge of how she bowls.
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The role of the teacher is to provide the student feedback and the opportunity to improve by repeating the task.
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- see what they are aiming at (a clear expectation).
- see immediately if their actions meet the target (detailed and timely feedback).
- make corrections on their next turn (multiple opportunities for success).
In order for an assessment to be formative, students must be able to
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What kinds of formative assessment can a teacher create to provide immediate feedback to students?
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there are ways to make verbal questioning an excellent formative-assessment method by getting all the students to answer the same question at the same time, and then provide individual feedback.
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For example
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A side product of these techniques is that students get feedback from looking at what other students are doing and usually correct their choices automatically.
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similar method
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Giving our students true formative assessments means that after we have taught our students, we have to set clear expectations, provide detailed and timely feedback, and give them multiple opportunities to show what they have learned, which also helps them learn from their own mistakes.
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10 Apr 11
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07 Apr 11
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Assessment provides needed information for the teacher to adjust instructional activities, but that is a by-product of the real reason for doing it.
-
True formative assessment engages students and puts them in charge of their own learning, much as a bowler is in charge of how she bowls.
-
- see what they are aiming at (a clear expectation).
- see immediately if their actions meet the target (detailed and timely feedback).
- make corrections on their next turn (multiple opportunities for success).
In order for an assessment to be formative, students must be able to
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Asking a verbal question in class and hoping some student will answer it is not formative assessment, because the students are not in charge and it does not provide individual feedback to each student
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However, there are ways to make verbal questioning an excellent formative-assessment method by getting all the students to answer the same question at the same time, and then provide individual feedback.
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Molly MyersInstant Feedback: Principles of, and Techniques for, Formative Assessment: http://bit.ly/fJUi7g @edutopia #edchat #ntchat
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09 Nov 10
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27 Oct 10
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24 Jul 10
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07 Feb 10
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29 Jan 10
Di Di RossBen Johnson from Edutopia offers perspectives on the importance of formative assessment.
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20 Aug 09
Jenny LittleFormative assessment is not for the teacher; it is for the student -- the student is the one "forming" herself; the opposite is summative, or "game over," assessment. The role of the teacher is to provide the student feedback and the opportunity to improv
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04 May 08
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02 May 08
Michael M GrantBen Johnson from Edutopia offers perspectives on the importance of formative assessment.
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