Learn new and innovative mobile formative assessment practices and apps. Presentation given by Shawn Rubin, director of technology integration at the Highlander Institute (HighlanderInstitute.org) on 11/8/2012 at the EdTechTeacher iPad Summit in
Beginners Guide to TikTok for Search - Rachel Pearson - We are Tilt __ Bright...
iPad & Mobile Formative Assessment - iPad Summit 2012
1. iPads and Apps for Ongoing Mobile
Formative Assessment
11/8/2012
www.HighlanderInstitute.org
2. highlanderinstitute.or
Staff
Touch Tech Development Conferences
Workshops and Systems and Speaking
Consulting Engagements
3. Homebase
Where do I go when
I need help?
HighlanderInstitute.org
Providence, RI
4. Shawn Rubin
srubin@highlanderinstitute.org
@ShawnCRubin
Homebase
Where do I go when
I need help? Metryx Mailing List
mymetryx.com/contact-us/
@MyMetryx
Highlander Institute List
HighlanderInstitute.org
@HighlanderInst
6. Dylan William on Formative Assessment
“To me ‘formative assessment’ describes all those
processes by which teachers and learners use
information about student achievement to make
adjustments to the students learning that improve
their achievement.”
- Dylan William
http://www.journeytoexcellence.org.uk/
7. Multiple Methods for Formative
How do you use information to make
adjustments?
Teacher to Student to Student Self
Student Student Reflection
8. Dylan William on Formative Assessment
Whenever we attempt to interpret the
results of an assessment formatively, all we
are trying to do is to work out what our
students have learned, and what is the best
thing we can do next. One of the dangers I
see in many districts is that a focus on
“data-driven decision-making” (which
sounds great) in practice leads to a focus
on the data, rather than the decisions.
- Dylan William
9. Dylan William on Formative Assessment
In other words, people generate data,
and then try to figure out what to do
with it. It might be more helpful to
characterize the focus as “decision-
driven data collection.” In other words,
start with the decisions that need to be
made, and then work out what data will
help make that decision in a smarter
way.
- Dylan William
10. Dylan William on Formative Assessment
The decision might be, “Where do I start
tomorrow’s lesson?” in which case, the data
might be generated by exit slips from the
previous lesson. On the other hand, the
decision might be, “Which topics need the
most review time in preparation for the
upcoming exam?” in which case a short
survey test might be the best way forward.
Start with decisions, rather than data, and
you’ll always know what to do. And start
small, with just one decision that needs to
be made in a better way…
- Dylan William
11. Assumptions:
1. Skills are at the center of our lessons
LESSON
SKILL
Consumption Creation
Base Ten Fun Story Creator
12. Assumptions:
2. Every child has multiple needs in multiple skills,
requiring educators to prepare multiple lessons
LESSON
SKILL
13. Assumptions:
2. Every child has multiple needs in multiple skills,
requiring educators to prepare multiple lessons
LESSON
SKILL
LESSON
SKILL
14. Assumptions:
2. Every child has multiple needs in multiple skills,
requiring educators to prepare multiple lessons
LESSON
SKILL
LESSON LESSON
SKILL SKILL
15. Assumptions:
2. Every child has multiple needs in multiple skills,
requiring educators to prepare multiple lessons
LESSON
SKILL
LESSON LESSON
SKILL SKILL
LESSON
SKILL
16. Assumptions:
2. Every child has multiple needs in multiple skills,
requiring educators to prepare multiple lessons
LESSON
SKILL
LESSON LESSON
SKILL SKILL
LESSON LESSON
SKILL SKILL
17. 3. Most of us are dealing with classrooms full of
LESSON LESSON LE
N LESSON
SKILL SKILL SK
LESSON LESSON LESSON LESSON LESSON
L SKILL
LESSON LESSON LESSON
SKILL SKILL SKILL SKILL SKILL
SKILL SKILL SKILL
LESSON LESSON LESSON LESSON LESSON
LESSON LESSON LESSON
SKILL SKILL SKILL SKILL SKILL
SKILL SKILL SKILL
LESSON LESSON LE
SSON LESSON
SKILL SKILL SK
LESSON LESSON LESSON LESSON LESSON
ILL SKILL
LESSON LESSON LESSON
SKILL SKILL SKILL SKILL SKILL
SKILL SKILL SKILL
LESSON LESSON LESSON LESSON LESSON
LESSON LESSON LESSON
SKILL SKILL SKILL SKILL SKILL
SKILL SKILL SKILL
LE
LESSON LESSON LESSON
SSON SK
LESSON
SKILL SKILL SKILL
LESSON LESSON LESSON LESSON LESSON LESSON
ILL
LESSON SKILL
SKILL SKILL SKILL SKILL SKILL SKILL
SKILL
LESSON
LESSON LESSON LESSON LESSON LESSON LESSON
LESSON SKILL
SKILL SKILL SKILL SKILL SKILL SKILL
SKILL
19. Formative Assessment = Challenging
1. Time
3/6
4/6
5/6
2. Managing Data
3. Analyzing Data
4. Regrouping Students
5. Differentiating Instruction
20. Assumption:
4. We can differentiate with our apps,
but they don’t talk to each other.
LESSON
SKILL
ABCMagic 3 SentenceMagic
RT
EC
T
PP
O
HN
O LO U
GIC AL S
Montessori ReadingSkill
Crosswords Consumption
21. Assumption:
4. We can differentiate with our apps,
but they don’t talk to each other.
LESSON
SKILL
SoundCloud VideoLicious
RT
EC
T
PP
O
HN
O LO U
GIC AL S
SimpleMinds+
Neu.Notes
Creation
22. Key question:
How do we best use current mobile formative
assessment products to personalize our
instruction?
ASSESS
LESSON
ASSESS
SKILL
LESSON
RT
EC
T
P
O
SKILL HN P
O LO
GIC A L SU
LESSON RT
EC
T
PP
O
SKILL HN
O LO U
GIC AL S
RT
EC
T
P
O
HN P
O LO
GIC A L SU
40. Multiple Methods for Formative
How do we best use current mobile formative
assessment products to personalize our
instruction?
Teacher to Student to Student Self
Student Student Reflection
42. Mobile Formative Assessment
highlanderinstitute.org
B. Strike a good balance between
blended learning, teacher diagnostic,
collaboration, and student response
LESSON
SKILL
RT
EC
T
HN
O LO UOPP
GIC AL S
43. Mobile Formative Assessment
highlanderinstitute.org
C. Use your assessment info to
differentiate more often and with more
students
ASSESS
LESSON
ASSESS
SKILL
LESSON
RT
EC
T
PP
O
SKILL HN
O LO U
GIC AL S
LESSON
RT
EC
T
PP
O
SKILL HN
O LO U
GIC AL S
RT
EC
T
PP
O
HN
O LO U
GIC AL S