2G Summary and Evidence

2G

“Coach teachers in and model effective use of technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards.

Timely Formative Assessment (image by Ryan Ingersoll and stack of paper image by https://flic.kr/p/nCcZvf)

Timely Formative Assessment (image by Ryan Ingersoll and stack of paper image by https://flic.kr/p/nCcZvf)

2G Summary

  • I explored Turnitin and Google Drive real-time collaborative tools as ways to increase access to quick formative assessment without significant training needed for the professor.
  • The focus of formative assessment should be on providing timely and accurate feedback for students to adapt, grow, and participate in the conversation about their learning. Strategic selection of tools should be used in such a way that keeps training time to a minimum and allows professors to provide feedback in a format they appreciate.
  • Adequate and comprehensive training for the selected tool(s) is crucial for faculty buy-in and long-term use.

“Using formative assessment is not just about using Google Forms or a public Google Docs document to solicit feedback from students. Nor is it about using an exit ticket at the end of class to prepare for the next session. Formative assessment is about the relationship between student and professor in which a line of open conversation is established where dialogue and flexibility can flourish. There are so many technology tools that flood the market every week, literally, but if we neglect helping professors learn how to use formative assessment well then our fancy apps are useless.”

2G Evidence

Implementing Formative Assessment Without Being Technology Focused

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