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site title: Assessment Education with Technology Harry G. Tuttle

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Text of the page (random words):
ows new strategy qr code suggest explanatory powerpoint made by student or teacher read word processed info text or tweet go through digital exemplar in class time or screen cast eportfolio wall of fame see changes in spreadsheet graph celebrate his books on formative assessment eye on education formative assessment responding to students successful student writing through formative assessment improving foreign language speaking through formative assessment improving foreign language speaking through formative assessment new book published october 2 2011 assess assessment conversation foreign language foreign language teacher formative formative assessment formative feedback language modern language oral peer speaking talk target language leave a comment tags actfl guidelines assesment assess foreign language formative formative assessment modern language oral peer ptoficiency speak i mproving foreign language speaking through formative assessment by harry grover tuttle and alan robert tuttle want a quick way to get your students conversing more in the target language want an easy way to help your students improve in their speaking on a daily basis this practical book shows you how to use formative assessments to gain immediate and lasting improvement in your students fluency you ll learn how to help students climb the actfl proficiencies guide students as they develop in over sixteen language functions such as socializing and persuading embed the three minute speaking formative assessment into every lesson with ease engage students successfully in peer formative assessment teach students to give each other formative feedback provide struggling students with over ten improvement strategies for each language function engage students in over 170 speaking activities use web 2 0 tools to foster speaking move from summative assessment to daily or weekly formative evaluation of speaking each speaking assessment include instructions the assessment form extension activities speaking topics and at least ten strategies for improvement there are ready to use checklists including the i can log that helps students plot their own progress research has confirmed that when teachers use formative assessment students can learn in six to seven months what would normally take a school year to learn you ll find yourself using this book every day because of the gains your students will achieve in foreign language fluency these speaking assessment energize the class as the students have the opportunity to use a language function for a full minute the students use language instead of practicing it please share with your modern language teacher improving foreign language speaking through formative assessment improve speaking fluency with formative assessment presentation notes published september 27 2011 accountability achievement assess assessment foreign language formative formative assessment oral speaking 1 comment tags foreign language formative assessment formative feedback improvement modern language nysaflt oral proficiencies speak improve speaking fluency with formative assessment harry grover tuttle ed d importance of speaking reasons for increasing the amount of student speaking in the classroom formative assessment tuttle 2011 the process of helping students to immediately move forward from their present diagnosed learning to the expected learning formative assessment process student response monitor diagnose give feedback time to incorporate feedback re assess celebrate success formative assessment create a culture of success of constant improvement base speaking on actfl proficiency guidelines focus on language functions not topics such as socialize ask questions persuade use peer assessment to maximize assessment provide speaking assessment for fluency identify the specific language function and level frequent short assessments that provide immediate feedback do a peer assessment in groups of two supply multiple strategies for speaking improvement for a language function narrate identify three strategies for describing what is happening in a visual 1 2 3 have different speaking formative assessments 1 narrate a visual 2 ask and answer questions walk 3 tell preferences 3 5 cards 4 tell a story image 5 give info ws 6 mystery gap visuals 7 provide rich details fluency variety resources tuttle h g 2012 improving foreign language speaking through formative assessment larchmont ny eye on education description of book http wp me p262r z0 website tuttle h g 2009 formative assessment responding to students larchmont ny eye on education website teachers pay teachers website of teacher created resources with some speaking activities i ve made http www teacherspayteachers com search for harry tuttle constant peer review on the same essay improves student writing published september 16 2011 academic accountability achievement assessment composition empowerment engagement english essay feedback formative formative assessment formative feedback grammar higher level thinking in depth learner learning gap monitor peer peer review performance proficient write writing writing process leave a comment tags composition edit essay feedback formative formative assessment formative feedback peer peer review proficient revise success write writing i teach a college composition course we spend much time in peer reviewing probably 70 of class time in a formative assessment process today the students had their 6th peer review on the same essay and we are just up to doing three body paragraphs i asked my students to do a questionnaire on the process we use about 15 said that they did not peer review in their high school english classes of those they did peer review they stated that peer review focused on grammar spelling and punctuation as one student said of our process we focus on changing idea most students 80 had not had more than one peer review their writing so far we have had 6 different peers react to their writing as one student mentioned you get a different view and different aspects about your paper from other people and you receive others opinions using the same format you used to write it my goal is simple for students to constantly improve in their writing formative assessment which focuses on monitoring and giving feedback continually through the process enables students to improve in each aspect of their writing starting at the pre writing phase a more thorough description of this process is found in my successful student writing through formative assessment how often do your students peer review each other s work my book formative assessment responding to your students is available through eye on education also my book successful student writing through formative assessment is available through eye on education class increase of 12 points over last semester published july 29 2011 accountability achievement assess assessment data data collection data driven decision making final fl foreign language formative formative assessment learning pre test spanish student success writing leave a comment tags accountability achievement average class class average data final foreign language formative assessment gain increase posttest pretest spanish success test analysis writing i give a pre test and a post test in my spanish course from the pre test i can measure the students incoming knowledge from the post test i measure their departing knowledge more importantly i analyze the results of each unit test by the various categories on the test if many students do poorly on a certain section i reteach it the next semester i start out that particular point with the reteaching material i also do many formative assessments so that i can give students new strategies to do better this semester my students did an average of 12 points better than last semester s students i have analyzed the final to see the area in which they lost the most points writing mini compositions and have begun to figure out ways to help them we will do more writing in class and on our class wiki i will focus on the verb forms to tell a story such as what i did last weekend i will have them write out their weekend in a chronological order and make sure that they use a different verb in each sentence we will do mini writings over several class periods for the final they do not need complicated sentences they just need simple sentences that communicate different ideas my goal is to increase this coming semester s average by 10 points over last semester by how much will you increase your class average this coming year my book formative assessment responding to your students is available through eye on education also my book successful student writing through formative assessment is available through eye on education why do students final grades not reflect their highest achievements published june 15 2011 accountability achievement assess assessment final grade gradebook learn spreadsheet student 2 comments tags accountability achieve achievement average final formative assessment grade gradebook learn score student success many teachers calculate the students final grade by having a grading program or spreadsheet average the four quarters and the final however this averaged grade does not represent the students highest learning for example if a student had a 70 75 80 85 for each of the four quarters and 90 on the final that average with equal weighting is 80 this grade does not represent the students achievement which was a 90 why do we not award students their highest grade as their final grade as in formative assessment a future lawyer can take the bar exam as many times as possible when the future lawyer passes the law association accepts that passing it does not average in previous failures think of the number of young people who take their drivers test several times when they pass they pass the department of motor vehicles does not average in the past failures if they did many young people would never pass the drivers test a writer submits a manuscript to a publishing house and the publishing house rejects it gives it an f does the next publishing house refuse it since the manuscript had already been rejected somewhere else when will educators not penalize students for previous efforts when will educators reward student achievement instead of minimizing the achievement how do you grade students for their final grade my book formative assessment responding to your students is available through eye on education also my book successful student writing through formative assessment is available through eye on education self assessment as critical skill formative assessment as a stepping stone published april 6 2011 21st century skills achievement assess assessment assessment for learning evaluate formative formative assessment formative feedback forward growth higher level thinking learn learner life long lifelong meaning self self assessment leave a comment tags 21st century achievement assess assessment assessment for learning evaluate formative formative assessment growth life long monitor self self assessment i am painfully aware that helping students to be able to self assess is a slow task on the other hand i realize how critical this skill is as a lifelong skill unless students can self assess they will not be able to improve on their own i certainly do not want my students dependent on me for the rest of their lives to make sure that they are correct i want them to be able to determine for themselves what they are doing and how well it helps them to get to their desired goal they should be empowered to make their own decisions about the things they do they do need our help in developing from very structured self assessments right or wrong for lower level answers to evaluating their decisions without any given criteria students need to transition through this process formative assessment provides a wonderful stepping stone to self assessment as students learn to assess others they learn what is important about the learning how that learning can be demonstrated and how to identify and implement formative feedback they develop the skill to objectively look at their own work they understand that they have the techniques to improve as one of my english students said i m learning to look at my own paper as i do when i peer review another student s paper how do you help your students to be able to self assess do you use formative assessment as a stepping stone my book formative assessment responding to your students is available through eye on education also my book successful student writing through formative assessment is available through eye on education 10 reasons to use online practice quizzes formative assessment published april 4 2011 accountability achievement assess assessment formative formative assessment homework learning online progress quiz student 7 comments tags education feedback formative formative assessment homework learn online quiz practice quia quiz student success teacher technology integration students benefit greatly from being able to take online practice quizzes these quizzes focus on the critical lower level thinking learning for the students the students can practice these activities on online quizzes therefore freeing up class time for higher level thinking activities here are some reasons based on my use of quia 1 students do not have to wonder if their answer is correct or not as they answer a question the quiz programs tells the student students get immediate reaction to their answer they do not have to wait until the next class which may be 24 hours 48 hours or more away 2 the online quiz program focuses on parts of the learning goal details that students might have overlooked spanish students soon realize that they need an accent on a the preterite tense such as hablé english students see that difference between metaphor and analogy 3 students can read the teacher provided strategy for improvement for each wrong answer the students do not just know that they are incorrect but they see an explanation of how to improve they learn how to do it right they improve through formative assessment 4 students can begin to use their new strategy as they encounter a problem using the same concept that they just missed they can verify if they are applying the strategy correctly 5 students can answer without feeling badly about having a wrong answer as can happen in a class no other student knows 6 students can retake a practice quiz as often as they want to improve their score the program can be set to keep the highest score if the practice quizzes are truly formative then no grade will be taken students will demonstrate their learning in classd and on summative tests 7 teachers can quickly analyze in what areas students are successful and in what areas they have demonstrated learning gaps they can select an appropriate learning strategy for each student fo...
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