I am planning on giving my students a pre-test to assess how much prior knowledge students have retained so I can get a clear grasp on their current knowledge of prepositions and prepositional phrases. It will help me assess the class as a whole as well as individual students. I am going to use Google Forms to give the pre-assessment and the post-assessment (formative assessment). If you are not familiar with Google Forms here is information on it from Curts (n.d.),“Google Forms is a free tool from Google that allows you to do the following: create forms, surveys, quizzes, and such, share the forms with others, allow others to complete the forms online, collect all the responses in a spreadsheet, provide you with helpful summaries of the collected data with charts and graphs.”
The assessment will have mainly multiple choice with a couple short answer questions. Based on their initial scores, students will self-direct their learning to further their knowledge of prepositions and prepositional phrases and take a short reflection survey twice a week (Wednesday and Friday) to reflect on their learning and progress. My purpose of giving a multiple choice/short answer assessment is to be able to give all my students individual feedback of what they know and need to learn. As Burns (2015) wrote, “Multiple choice questions (MCQs) are a common form of assessment as they are objective (if well written) and can be marked automatically and, therefore, reliably and quickly. As there are a large number of short questions, they can also cover a greater proportion of the syllabus than is possible with many other assessment methods.”
The reason I want students to be able to self-direct their learning is because I have a few students who are very high and need to extend their learning and I have quite a few students who are ELL (including a student who does not speak English because she just moved to the U.S. from Cuba a couple month ago) and will need support from me for their learning. I agree with Shores and Chester (2009) that, “Data should be used to form flexible instructional groups based on readiness and needs.”
Once I have the initial data, students will be able chose activities to further their knowledge. Some of the activities include making an anchor chart using Google Drawings, creating a Google Slide presentation to teach other students, or working in a small group to create a Kahoot or Quizlet Live review of prepositions and prepositional phrases. “Kahoot lets us build fun quizzes. Students use computers, cell phones, or other devices to join in the game. You can create flashcards for review. You can also embed videos and use Kahoot as part of the teaching process, or students can create review games to share” (Davis, 2015).
My students all have prior knowledge of these options and I know using the technology to create their own work will engage and motivate them. As Wheatley (2015) writes, “However, having taught children of all ages in a variety of settings, and without using rewards or punishments, I have experienced a very different self-fulfilling prophecy, one that reveals that children have enormous motivation to learn—motivation that can be a driving force for education. Nevertheless, to tap into this powerful force, educators must first take a leap of faith and design and implement education based on the assumption that this underlying wellspring of healthy student motivation exists just beneath the surface.”
The main issue I am having is that my school district has spring break from April 10th through April 14th, but I don’t think it will take a full two weeks to cover this standard. My grade level is meeting tomorrow (Saturday) morning to discuss changing our language standards. Depending on what is decided, I may be switching from a language standard to a math standard.
Burns, V. (2015). 53 Interesting Ways to Assess Your Students. [N.p.]: Frontinus Ltd.
Curts, E. (n.d.). Online Assessments with Google Forms. Retrieved March 20, 2017, from Online Assessments with Google Forms: https://docs.google.com/document/d/1R284Rr2v-tl4Uu8e8_6z1MN9TLSdhVp2zRWAChviNf0/edit
Davis, V. (2015, January 15). 5 Fantastic, Fast, Formative Assessment Tools. Retrieved March 20, 2017, from Edutopia: https://www.edutopia.org/blog/5-fast-formative-assessment-tools-vicki-davis
Shores, C., & Chester, K. (2009). Using RTI for School Improvement: Raising Every Student’s Achievement Scores. Thousand Oaks, Calif: Corwin.
Wheatley, K. F. (2015, February). Factors that Perpetuate Test-Driven, Factory-Style Schooling: Implications for Policy and Practice. Retrieved March 21, 2017, from International Journal of Learning, Teaching and Educational Research: http://ijlter.org/index.php/ijlter/article/view/261/102