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Grundskoletidningen nr 3. Hög elevaktivitet är ju som bekant en av grundförutsättningarna för att arbeta formativt. I senaste numret av Grundskoletidningen ger jag förslag på hur digitala kanaler kan användas för att öka elevaktiviteten. Detta kommer även att vara fokus under min föreläsning på Bokmässan i september. I samma nummer skriver Helena Wallberg en bra artikel om återkoppling.

Här ger hon 5 tips på bra återkoppling. Jlsu. En av böckerna som jag tipsade om i mitt blogginlägg boktips 2015 handlar om hur vi ser på hjärnan och vår förmåga att utvecklas. Boken jag tänker på är Carol S. Dwecks ”Mindset – du blir vad du tänker”. Hon skriver om ”fixed mindset” och ”growth mindset” som är två olika förhållningssätt till hjärnan och möjligheterna att utvecklas och lära sig.

En svensk översättning av begreppen kan vara statiskt och dynamiskt tankesätt. Jag har gjort några infographics som kan vara användbara i klassrummet. Lycka till med det dynamiska tankesättet och läs gärna Carol S. James and Susie. The 49 Techniques from Teach Like a Champion. Tools for teaching with F.A. - Hopkinton LibGuides. Web Tools for Formative Assessment - Formative use of summative assessment. This Professional Learning module explores how summative assessment practices can be used in a formative way. Summative assessment (assessment of learning) is the assessment that involves an evaluation of student achievement resulting in a grade or a certification.

Both formative assessment (assessment for learning) and summative assessment have vital roles to play in the education of students, and although on the surface they may not seem to have much in common, there are identified ways they can work together to improve student learning. Making formative use of summative assessment means using information derived from summative assessment to improve future student performance. For the teacher it involves: For the student it involves: The following links explore the formative use of summative assessment in more detail.

5 Fantastic, Fast, Formative Assessment Tools. I thought I could read my students' body language. I was wrong. As an experiment, I used Socrative when I taught binary numbers. What I learned forever changed my views on being a better teacher. Why Formative Assessment Makes Better Teachers Formative assessment is done as students are learning.

Here's what happened in my classroom. "We've got this, it's easy," they said. I looked at the other students and asked, "Do you have this? " They nodded their heads furiously up and down in a "yes. " My teacher instincts said that everyone knew it, but I decided to experiment. I was floored. I taught for another few minutes and gave them another problem. But the end result was not what you think. I am sold.

Good teachers in every subject will adjust their teaching based upon what students know at each point. Formative Assessment Toolkit Learn the strengths and weaknesses of each tool. 1. Socrative can be used for quick quizzes and also on the fly, as I've already shared. 2. 3. 4. 5. The Qualitative Formative Assessment Toolkit: Document Learning with Mobile Technology. What is qualitative formative assessment? Some call it anecdotal or informal assessment. However, such designations imply passivity -- as if certain things were captured accidentally. I believe the word "formative" should always be included with the word assessment because all feedback mechanisms should help shape and improve the person (or situation) being assessed. Wedging the word "qualitative" into my terminology differentiates it from the analytic or survey-based measures that some associate with the term formative assessment.

For my purposes, qualitative formative assessment is the ongoing awareness, understanding, and support of learning that is difficult or impossible to quantify. Carly Schuler stated that the learner needs to be mobile, not the technology. These approaches form the Qualitative Formative Assessment Toolkit (QFAT). 1. Cameras are powerful tools for capturing moments and documenting learning. 2. Here is how to make one on various operating systems: 3. 4. A book. 60FormativeAssessment.pdf. Examples of Formative Assessment. When incorporated into classroom practice, the formative assessment process provides information needed to adjust teaching and learning while they are still happening. The process serves as practice for the student and a check for understanding during the learning process. The formative assessment process guides teachers in making decisions about future instruction.

Here are a few examples that may be used in the classroom during the formative assessment process to collect evidence of student learning. Observations Questioning Discussion Exit/Admit Slips Learning/Response Logs Graphic Organizers Peer/Self Assessments Practice Presentations Visual Representations Kinesthetic Assessments Individual Whiteboards Laundry Day Four Corners Constructive Quizzes Think Pair Share Appointment Clock eHow: Types of Formative Assessment. 10 Assessments You Can Perform In 90 Seconds. Good assessment is frequent assessment. Any assessment is designed to provide a snapshot of student understand—the more snapshots, the more complete the full picture of knowledge. On its best day, an assessment will be 100% effective, telling you exactly what a student understands.

More commonly, the return will be significantly lower as the wording of questions, the student’s sense of self-efficacy, or other factors diminish their assessment performance. It sounds obvious, but a student is a human being with an entire universe of personal problems, distraction, and related challenges in recalling the information in the form the assessment demands. This makes a strong argument for frequent assessment, as it can be too easy to over-react and “remediate” students who may be banging against the limits of the assessment’s design rather than their own understanding.

Rather than re-teaching, sometimes all that is necessary is re-measuring. Simple Assessments The word “simple” here is misleading. t11_providingh3. TRAILS: Tool for Real-time Assessment of Information Literacy Skills. TRAILS-9 not active, content moved As of July 1, 2019, TRAILS-9 is no longer an active site. All TRAILS content is now available as an open educational resource (OER) at the new site at TRAILS-Archive.org. Resources available at TRAILS-Archive.org include: + TRAILS assessments as downloadable PDFs + A searchable database of all TRAILS items + Teaching resources contributed by users + A history of TRAILS Registered TRAILS-9 users Registered TRAILS users will be able to continue to sign in to this TRAILS-9.org site to view their existing data through June 30, 2020.

Our Appreciation We are proud of the impact and reach TRAILS has had over the past fourteen years. TRAILS-9.org was a service of Kent State University Libraries. FormativeAssessmentTools. 27 Ways To Assess Background Knowledge. 27 Ways To Assess Background Knowledge Assessing background knowledge is an often misunderstood idea, and subsequently fumbled as a process. Background knowledge is a product of the experiences–academic and otherwise–that a student brings to a lesson. These provide both knowledge in terms of content, as well as schema in terms of analogs students can use to make sense of new ideas.

The purpose of assessing background knowledge is not to get everyone on the “same page,” but rather to make visible the nature of what a student knows (rather than a list or academic labels like “proficient). This makes it possible to create personalized learning pathways for students as each learner approaches new–or familiar–thinking on their own terms. From a planning point of view, it can also allow teachers to identify knowledge gaps, prioritize standards, and revise imminent lessons and units in response. Mia MacMeekin created the following infographic that offers 27 ways to assess background knowledge. Ten Reflective Questions to Ask at the End of Class. Share with Friends 5.8KShares How deep is your commitment to reflective practice?

Do you maintain a reflective journal? Do you blog? Do you consistently reserve a bit of time for your own reflective work? I began creating dedicated time and space for reflection toward the end of my classroom teaching career, and the practice has followed me through my work at the WNY Young Writer’s Studio. Observations about reflection Reflection makes all of us self-aware. I find that often, we struggle to find time to support reflective practice.

Ten Reflective Questions to Ask at the End of Class 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. The learners I serve typically capture these reflections in a special section of their notebooks. The influence that asking reflective questions has on the quality of our conferences is incredible. Try it yourself. The following two tabs change content below. About The Author angelastockman. Dylan Wiliam & the 5 Formative Assessment Strategies to Improve Student Learning. Dylan Wiliam’s new book, Embedded Formative Assessment, is filled with a number of insights culled from his 35 years of experience in education. The foundation of the book highlights the importance of formative assessment as a tool to improve teacher practice and ultimately improve student learning. In the book, he provides the 5 strategies that he has come to believe are core to successful formative assessment practice in the classroom: 1.

Clarifying, sharing, and understanding learning intentions and criteria for success – getting the students to really understand what their classroom experience will be and how their success will be measured. 2. 3. 4. 5. These 5 strategies are also part of our Keeping Learning on Track (KLT) professional development solution that puts these strategies into action with a formal process for teacher professional development.

Jlsu. Som en uppföljning till mitt förra blogginlägg om dynamiskt och statiskt tankesätt kommer här den s k isbergsillusionen. Isbergsillusionen visar exempel på vad som krävs för att bli framgångsrik, men som oftast inte syns på ytan. När man ser någon som är riktigt duktig (t ex en idrottsutövare, en musiker, en jonglerare etc) ser det väldigt enkelt ut. Därför är det lätt att tro att det handlar om ”medfödd talang”. Det man dock inte ser är all den träning, den uppoffring och det hårda arbete som ligger bakom. Den som vill ha isbergsillusionen som pdf kan ladda ner den här: Isbergsillusionen.

Google Docs och formativ bedömning DEL 1. Klassrumsstrategier 2. Klassrumsstrategier 1. Bedöma skriftlig förmåga. Öppna frågor. Frågebatteri - Google Docs. Alla förmågorna Big 5.docx. Språkutvecklande arbetssätt. Ämnesspråk är nyckeln till att utveckla kunskaper i alla skolans ämnen och därför en viktig fråga för alla lärare.

Ämnesspråk handlar till exempel om att uttrycka, tolka, förstå och använda begrepp, fakta och centrala tankegångar i tal och skrift, men även de känslor och åsikter som ämnet väcker. Det här utvecklingspaketet har som syfte att stödja lärare i alla skolans ämnen i arbetet med att utveckla undervisningen så att elevernas språk- såväl som deras kunskapsutveckling gynnas. Materialet i utvecklingspaketet ger stort utrymme för egna reflektioner och diskussioner i grupp. Alla språkliga färdigheter som att lyssna, tala, läsa och skriva berörs. Stöd i läroplanerna I de två första kapitlen i grundskolans, grundsärskolans, sameskolans och specialskolans läroplaner betonas det språkutvecklande perspektivet.

Förslag på arbetsgång Att utveckla sin undervisning så att den får ett mer medvetet fokus på språkliga aspekter är en process som löper över tid. Förslag på arbetsgång Greppa språket. Index | Bedömning för lärande. Arbetsgång för formativt läsförståelsearbete i klassrummet. Hur kan jag arbeta med en faktatext i klassrummet så att mina elever verkligen förstår den? Nedan följer ett förslag på hur jag tänker arbeta med faktatexter under kommande läsår. Detta förslag på arbetsgång är ett resultat av min läsning av Barbro Westlunds Att bedöma elevers läsförståelse (2013) och Catharina Tjernbergs Framgångsrik läs- och skrivundervisning (2013) samt ett resultat av min sommarläsning av litteratur som behandlar formativ bedömning.

Att tänka på när du genomför läsförståelseundervisning i ditt klassrum: Tänk hela tiden högt med eleverna så att du synliggör sina mentala processer för dem. Samtalsmönstret i ditt klassrum ska präglas av dialog. Ta inte helt över själv (mycket lätt hänt som lärare), utan lyssna och ställ frågor som släpper in dina elever i samtalet. För att du ska kunna bedöma deras förståelse måste de komma till tals. Genomför arbetsgången nedan i halvklass första gången (om möjligt, dvs). Nedan följer 11 punkter: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Fr.