Here’s the third and final question from this week’s #formativechat! We’d love to hear your thoughts!
What is one (or more) of your assessment ideas that you thought were untouchable but now live comfortably without?
I listened to a great seminar about the beloved “penguin lesson.” Basically, an educator can’t get so attached to a lesson or an assessment that he/she keeps it even if it doesn’t fit the student’s or team’s current needs.
As far as assessments I am better without… all of those tests that assess lower level thinking, primarily recall, like “What was the color of the protagonists dog’s best friends blanket.” Realistically, who cares? A better question: why did the author repeatedly mention this color?
One assessment idea that was hard for me to let go was grading by hand. I thought I had to look at every student’s work and solutions to see what they were and weren’t understanding. Now that I use auto-grading, I’m so thankful that I let hand-grading go. Auto-grading allows me the freedom to provide meaningful feedback to students and use my time to create more engaging lessons.
I definitely encountered the idea of a penguin lesson when I was in the classroom but never had a name for it!
I have gottten rid of end of unit “one chance”, my way or the highway, assessments. Assessment happens throughout with multiple opportunities to show what was learned and what has yet to be mastered. If a student is not there yet, he/she knows to keep at it.
I totally agree with you about how long it takes to grade by hand. I would always double-check my grading as well to prevent any mistakes and that took so much extra time. Taking advantage of auto-scoring is a great way to create more time for teaching responsively.
My PLC plans for retesting, but I was doing it waaaaaay before it was acceptable/expected in the math classroom. I remember starting off teaching the way I was taught… and it didn’t take too long before I started to see how that wasn’t going to work for my high population of at-risk students.
@mgarcia @tricia.mintner I love how you are both providing multiple opportunities for students to share their progress throughout a learning unit. I was wondering if you use a similar approach to @Mary_Shields with regards to allowing re-takes for summative assessments:
Not really. For us, everything is regradeable (including quizzes, and all assessments), as long as it is “not a zero”. We do give zeros when the student does not turn anything in at all, but they also know that if theyturn in a blank paper with a name and the name of the assignment it will get a 1 and thus be regradeable.
In order to obtain a regrade/retake for a quiz students need to write down every question that was incorrect, answer it correctly, and explain why the correct answer. Once that is done at 100%, they can “retake”, though it is a different quiz/test.
Our PLC requires a ‘practice’ assignment to be completed prior to a retest. For the first test, I usually tell them to ‘do all the GoFos’ for that concept first, because most kids who fail do so because they didn’t try it in the first place. On remaining units (and for those who DID do all the GoFos) there is another set of practice problems that students must complete in order to retake a test. My criteria is that students score at least 70% on the practice problems in order to be eligible to retest. Students who score less than 70% can make corrections or ask for another set of practice problems.
I have also struggled with the concept of retesting. I have set up retesting procedures that students can work on with formative. I have my students work on the problems that they got wrong and write a sentence or sentences telling me what they did wrong and how they worked it out correctly. They must complete this assignment before I give them the opportunity to retest. By using formative, I do not have to look for their tests and hand it back to them. They will look up their test on GoFormative and do work on the problems.