stom formative assessment presentation

Fun Formatives to Accelerate Student Learning

Jaimie Foulk—Physics First InstructorMarsha Tyson—Oakland Jr. High School/PF Instructor

Ann Neubauer—South Shelby High School

http://www.slideshare.net/mtyson

Summative vs. Formative Assessment

• When the cook tastes the soup, that’s formative; when the guests tastes the soup, that’s summative.

• Teachers use formative assessments to modify instruction and see how much students are understanding.

• Students can use also use formative assessments to evaluate their own understanding.

Formative Assessment Strategy 1

• Pink slip--Write down some of the different types of Summative Assessments you have in your course

• Blue slip--Write down some of the different types of Formative Assessments you have in your course

COLORED PAPER SORT

Let’s Sort and Share!How could you use this strategy to assess student understanding TOMORROW OR THE NEXT UNIT?

Formative Assessment Strategy 2

What do you think?What do you think your students will say?

FRAMING QUESTIONS

Let’s Share!How could you use this strategy to assess student understanding TOMORROW OR THE NEXT UNIT?

Box-O-CarsLearning with Motion Diagrams

Observations—Describe how each toy looks when it moves NOT why it moves. Match a motion diagram card with a

toy or make your own. One car may have multiple motion diagram cards.

Purpose: Describe the motion of several toys and match them with motion diagrams?

WHAT IS A MOTION DIAGRAM?

• Suppose that you had a car which was leaking oil at regular intervals. Drip, Drip, Drip!

• Each oil drop represents where the car is at that moment in time.

• You then put an arrow in-between representing the velocity vector.

• We model the position of the object with a small point. At each position, the object's velocity is represented by a vector.

Teacher Talk

Match a motion diagram card with a toy or make your own. One car may have

multiple motion diagram cards.

Formative Assessment Strategy 3

• Take your car and motion diagram and go to your toy corner.

• Talk with the other people about which car they selected and why.

4 CORNERS

Let’s Share!How could you use this strategy to assess student understanding TOMORROW OR THE NEXT UNIT?

Formative Assessment Strategy 4

• Use the task cards sheets to fill the pictures and graphs out as we go.

TASK CARDS

Position vs. Time graphs vs Motion Diagrams

Teacher Talk

Motion Diagram from Position vs. Time Graphs

Teacher Talk

Position vs. Time Graphs Teacher Talk

We know from the motion diagram earlier that this object speeds up. It goes in a positive direction because the slope is positive.

Time (sec)

Posi

tion

(m)

Position vs. Time Graphs Teacher Talk

How does this object move?

Positive DirectionSlowing Down

Posi

tion

(m)

Time (sec)

Position vs. Time Graphs Teacher Talk

How does this object move?

Negative DirectionSpeeding Up

How does this object move?

Negative DirectionSlowing Down

Posi

tion

(m)

Time (sec)

Time (sec)

Posi

tion

(m)

Formative Assessment Strategy 4

• Cut the cards out into pieces and place them face down.

• Repetition!! Repetition!! Repetition!!

TASK CARDS

How could you use this strategy to assess student understanding TOMORROW OR THE NEXT UNIT?

Velocity vs. Time Graphs Teacher Talk

We know from earlier this object moves:1. Positive Direction2. Speeding up

Posi

tion

(m)

Time (sec)

0

Velocity vs. Time Graphs Teacher Talk

We know from earlier this object moves:1. Negative Direction2. Speeding up

Posi

tion

(m)

Time (sec)

0

Velocity vs. Time Graphs Teacher Talk

We know from earlier this object moves:1. Positive Direction2. Slowing Down

Posi

tion

(m)

Time (sec)

0

Velocity vs. Time Graphs Teacher Talk

We know from earlier this object moves:1. Negative Direction2. Slowing Down

Posi

tion

(m)

Time (sec)

0

Formative Assessment Strategy 5

• Fill out the game card and fold into 4 strips

GAME CARD FOLDABLE

How could you use this strategy to assess student understanding TOMORROW OR THE NEXT UNIT?

Formative Assessment Strategy 6

• Teams of 3 or 4• Practice using pictures, graphs and motion diagrams for more complicated scenarios• Hint: Acceleration comes from the slope of the V vs. T graph (either + or -)

PAPER PASS

How could you use this strategy to assess student understanding TOMORROW OR THE NEXT UNIT?

Formative Assessment Strategy 7

• Makes review a lot more interactive• Differentiated learning is a lot easier• Give students valuable information about how well they understand the content.

VERSATILES

How could you use this strategy to assess student understanding TOMORROW OR THE NEXT UNIT?

Formative Assessment Strategy 8PICK-A-HOLES

How could you use this strategy to assess student understanding TOMORROW OR THE NEXT UNIT?

• Makes review a lot more interactive• Differentiated learning is a lot easier• Give students valuable information about how well they understand the content.

Formative Assessment Strategy 9WRAP AROUNDS

How could you use this strategy to assess student understanding TOMORROW OR THE NEXT UNIT?

• Makes learning units/vocabulary more interactive

Formative Assessment Strategy 10EXPERIMENTAL DESIGN FLIPPABLES

• Makes learning experimental design fun and engaging.

Questions/Things to Share?

Thank you for coming!