PIGOTT_Formative_Assessment+_Tech_Tools

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When I was in school, end of the unit tests were the norm. If you passed you obviously understood the material. If you failed or did not do quite so well, you did not understand the material and the class MOVED ON to the next chapter, theme, concept, formula, theory, etc. Though anecdotal, I firmly believe many districts still use this archaic industrialized model of education. As a result, many students cannot perform to their optimum levels. They become discouraged, disengaged, and do not get a chance to learn from mistakes.

I am Jason Pigott, a seventh grade Social Studies teacher in the Canton City School District in Canton, Ohio. I am a six year veteran of teaching in an urban district (86 percent free or reduced lunch). We a multitude of techniques to ensure our students are in the best possible position for success. We use: The cornerstone formative assessment to determine what and how I teach. The following presentation is an attempt to illustrate some of the tools I use in the classroom. I will not use names of students or specific classroom examples, rather how these tools can be used (in and out of the classroom), and limitations with the technology. This is **NOT THE ONLY WAY** to measure student growth. There are hundreds of ways and opportunities for learners to demonstrate what they know with or without technology. I use some level of formative assessment in each class session, the following applications are what I use when technology available.
 * Standards based grading to hone skills and content students need.
 * Universal design for learning to ensure all students have meaningful access to content
 * A formative assessment to inform instruction and student growth.

ISTE Standards: Teacher __ **1. Facilitate and Inspire Student Learning and Creativity** __ Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: __ **2. Design and Develop Digital-Age Learning Experiences and Assessments** __ Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
 * a. promote, support, and model creative and innovative thinking and inventiveness.
 * b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
 * c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
 * d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
 * a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
 * c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
 * d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

__**3. Model Digital-Age Work and Learning**__ Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: ISTE Standards: Student __**2. Communication and collaboration**__ Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
 * a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
 * b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
 * c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
 * d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
 * a. Interact, collaborate, and publish with peers,experts, or others employing a variety of digital environments and media.
 * b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
 * c. Develop cultural understanding and global awareness by engaging with learners of other cultures.
 * d. Contribute to project teams to produce original works or solve problems.

__ **3. Research and Information Literacy** __ Students apply digital tools to gather, evaluate, and use information. __**6. Technology operations and concepts**__ Students demonstrate a sound understanding of technology concepts, systems, and operations.
 * a. Plan strategies to guide inquiry
 * b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
 * c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasksd. Process data and report results
 * a. Understand and use technology systems
 * b. Select and use applications effectively and productively
 * c. Troubleshoot systems and applications
 * d. Transfer current knowledge to learning of new technologies



Assessment: Formative v Summative Assessment media type="youtube" key="bTGnJnuVNt8" width="387" height="235" Implementing socrative.com to capture student responses to a prompt: QUICK QUESTION media type="youtube" key="s-zW8slFcY0" width="379" height="287" align="left" Implementing socrative.com for Informational Text: QUICK QUESTION media type="youtube" key="oWoA8k_FhGk" width="382" height="294" Implementing voicethread.com to capture student responses (audio, video, text, image) media type="youtube" key="qGqWCN5OLH0" width="382" height="292"



__** Social Studies/History: **__ __** English/Language Arts: **__ __** Science: **__ __**Math**__: __**Music**__: __** Physical Education: **__ __**Art**__: __** Professional Development: **__
 * Respond to prompts, analyze art from a specific time period, comment on a speech in real time.
 * Student refection on essays, analyzing an article, determining the theme in a reading.
 * Make inferences before an experiment takes place, share their findings with the class post experiment.
 * Word problems, check to see if learners understand a particular formula.
 * Reflect on choir/band concert form the night before, sight reading music, demonstrate the way a note should sound.
 * Describe the rules of sport, reflect on sportsman like conduct, step by step instructions, tutorial on how to dribble a basketball.
 * Compare two works of art together, analyze art from a particular time period, finding influences of other artists in contemporary art.
 * Use for question and answer during a presentation to keep momentum strong, exit ticket to check for understanding.

[|Socrative] [|Voicethread] [|Goformative] ( respond to students individually through the app) [|Plickers] (formative assessment with minimal technology)