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revision as their final some teaches create a final that goes far beyond what the students have learned in class the final includes brand new material such as many vocabulary words the students have never seen and it may ask them to do tasks that they have never done before in class for example in class students have only answered literal questions on reading passages but the final has mostly inference reading questions the final generally does not test the regular forms but focuses on all the irregular forms or exceptions only the a students might pass this final some questions about a final do the students know what precise learning goals will be on the final do they know which learning goals are the most important for success in the final do they know how these learning goals will be tested such as multiple guess or try to fill in the blank does the final reflect the same level of learning as done during the course do the students have a sample final that mimics the final both in content and format do they have an online practice that explains the wrong answers is the final an opportunity for the students to show how much they have learned what type final do you give i have 20 spanish spontaneous speaking activities at teacherspayteachers http bit ly tpthtuttle my formative assessment books http is gd tbook online grading for communicating students learning problems and successes published march 26 2012 accountability achievement administration administrator assess assessment grade improve online student leave a comment tags accountability achievement administration administrator assessment feedback grade improvement online student administrators want accountability for learning in schools one way to build greater accountability is for teachers to use online grading programs that give students and their parents access to the grades for example the teachers can use the free program of engrade or a commercial program such as blackboard as soon as the teachers enter a grade for any assignment the overall grade is updated if students know their updated grades on a regular basis they can decide how to improve parents who have access to their students online grades do not have to worry if their children are correctly relaying their grades they can help direct their children in areas for improvement for example when students and parents see a grade of 40 100 for homework the students and their parents become aware of a critical area for improvement when students and parents know grades on a daily weekly basis they feel on top of things they do not complain that they did not know the grade until the five week period administrators and guidance counselors get less complaint phone calls about grades when students and parents receive constant updates on class grading when students and parents see on line grades as they are entered they can nip any problem in the bud students can do much better in school likewise administrator have greater accountability since the teachers become constantly aware of the overall progress of the students as the teachers enter the most recent quiz grade they see the previous quiz grades as well as the overall quiz grade the teachers see the class average on each quiz so they can decide if they have to re teach the concept in a different manner administrators realize that when teachers use online grading programs these teachers have up to the moment feedback on how well or poorly the students are doing how does your school communicate grades to students and parents so the students can be more successful i have 15 spanish spontaneous speaking activities at teacherspayteachers http bit ly tpthtuttle my formative assessment books http is gd tbook formative assessment and technology tech forum ny 2011 presentation published october 7 2011 accountability activity assess assessment feedback formative formative assessment monitor success technology 3 comments tags achievement assessment diagnose feedback formative formative assessment learn monitor student success tech forum new york dr harry grover tuttle htuttlebs gmail com formative assessment the process of helping students move immediately forward from their presented diagnosed learning to the desired learning goal formative assessment process student responds monitor diagnose feedback improvement time success clearly state the learning goal and desired level of success use exemplars to raise the bar of learning pre test i can forms for self assessment content quizzes use digital forms such as google formsand quia formative assessment and technology student responds monitor diagnose feedback time success digital form is best write on wiki or blog sound or video recording take pictures of record data using spreadsheet google form digital checklist online program such as quia compare against digital exemplar with specifics compare against digital checklist or formative rubric identify new strategy from digital library orally give through avatar voki audacity or screen cast face to face refer to website that shows 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 departmen...