Formative Assessment Design 2.0

After reviewing feedback and revisiting my Formative Assessment Design I realize that my original assessment was more of a summative assessment than it was formative. As I was thinking of ideas for a formative assessment design, I was thinking about my previous blog post and the topic of introductions in the Spanish language.  I was thinking of how I’d want to get an accurate sense of what my students know in a context that is similar to that of a real life or authentic scenario (such as a conversation). I thought I’d stick to the same topic and think of a different way I could assess my students’ understanding of simple introductions in the target language.

The purpose of this formative assessment is to provide students with an experience rather than a formal exam or assessment. And through this they would be able to get direct feedback so that it will allow them the opportunity to learn from that experience and to provide me with a gauge for what students are (and aren’t) understanding during this content unit.  It will also allow me to check students’ understanding of pronunciation in the target language as well.

The assessment would be called Los Introducciones Básicos en Español (Basic Introductions in Spanish) and would involve my students recording themselves using their devices on a FlipGrid I create for each class hour.  They would get an opportunity to introduce themselves and answer simple questions in the target language (prior to us re-introducing this information).

To add collaboration as part of this assessment, and for students to obtain feedback from peers, I would ask students what they think are important factors to consider in the rubric. From there, we would, together, generate a rubric as a class that students would use to assess themselves and each other. As a continuation of this assessment, I would then have students respond to each others’ flip grids and ask other questions beyond the scope of the assignment written below.

To jump start this lesson (or unit), I would show students a few short clips of native speakers introducing themselves and start a conversation (in English) to see what things students notice about the videos I show.  Ask them what they find interesting or different from the way they greet each other in their own language.  For the most part, the teaching will be more of engaging students into understanding that we are moving on to reviewing basic introductions in the target language, but my goal here is to authentically see what they remember and then afterward, continue the lesson in helping them ask and answer further questions to spark a deeper conversation aside from basic questions.

For post-assessment feedback, students will get a chance to grade themselves and grade each other based on a rubric that we create as a class (with my guidance).  As they are recording their videos, I will be circulating around the classroom offering in the moment feedback and answering questions as they work. 

The Assessment Instructions:

Los Introducciones Básicos en Español

¡Hola Estudiantes! Now that we have seen some examples of introductions done by native speakers, now I’d like to have you introduce yourself to the class.  To do this,  I want you to introduce yourself using the platform FlipGrid and submit it to me by the end of the hour.

First, go to the following FlipGrid (either by downloading the application to your device or going to the website:

https://flipgrid.com/b4lxzm

or enter the FlipCode: b3d140

Second, once you get to the FlipGrid, you are to record a short, 45 second to 1 minute video response to the board. In your video, I would like you to answer the following questions using complete thoughts in Spanish:

  1. ¿Cómo te llamas?
  2. ¿Cuántos años tienes?
  3. ¿De dónde eres?
  4. ¿Qué te gusta hacer?
  5. ¿Cómo eres?
Screen Shot 2018-09-09 at 10.21.15 PM
Source: Personal Screenshot from https://admin.flipgrid.com/manage/grids/696894/topics/1983293

Please submit this by the end of the class today.  Because you are recording a video, it may be best for you to first plan out what you want to say and practice before recording your finalized video.

After recording your video, take a “Selfie” and post to the FlipGrid with your first and last name for feedback.

After you record your flip grid, I want you to do a self-assessment based on the rubric we created in class and tell me what you thought was difficult and what was easy about this experience.  I also want you to assess yourself and tell me how you think you did and grade yourself based on that rubric. 

Tomorrow, you will get an opportunity to look at two flip grids of other students in your class and respond back to them in the target language asking them questions to further the conversation.  

 

Published by

Mara Deutch

Simplifying the complex. Dedicated to captivating and engaging learners of all ages with the joy of technology’s transformative power. Accomplishing the impossible together. Learn with me how to extract maximum technology value. It’s life changing, try me.

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