Paul's Place of Musings and Insights

the reflections of a techno-meddling teacher


Real time formative assessment

One of the things that I am always tinkering away at is how to monitor student progress in class. I am but one in a sea of young learners and regrettably, I am not always able to pick up misconceptions or uncertainty from students during class. They are of course detected during checking and marking of work, but I am eager to refine this process.

Courtesy of Alice Keeler I tried using Google Slides during lessons. My students have access to laptop trolleys, and during this lesson, we were lucky enough to be in a 1:1 environment. My class were researching biomes, and I wanted to be sure that all were finding sources that were accessible to them. So many resources online are geared towards older students, and it is vital for me that I know my Year 5s are able to understand what they are finding.

I created a Google Slide doc with a single slide stating a question. I then altered the Master Slides and custom built a slide for the students to fill out. There was space for their name, as well as for an answer to the question on the cover slide – ‘What is one interesting thing you have learned during this session’.

I shared the document through Edmodo, and within two minutes all students had submitted a response and I had been able to review them. I immediately turned my attention to the students that either took a while to respond, or whose responses were a little ‘vague’.

The students then carried on with their task, seemingly renewed in their purpose by what was in their eyes a very minor distraction, and if truth be told, probably a useful little brain break for them.

This will now become a regular feature of my teaching practice.


NAPLAN tomorrow!!!!!!

Said no one ever.

Yeah, not so much excitement at my end, I’m afraid. While I’ve got the inevitable opinion on NAPLAN and standardised testing in general (I’ve put some fun memes down below), I don’t want to soapbox (on this occasion), suffice it to say that my class and I are missing two Maths lessons, a Science lesson and an Inquiry session this week. And that means… well not much really. It’s not such a big deal given sports days, excursions et al that consistently push aside the ‘already overcrowded curriculum’ and add to the hidden curriculum that is so meaningful for students. Alongside things like life lessons learnt during schoolyard fights and social development and whatnot. The real parts of life that happen alongside formal education.

That’s what I’ve come to see NAPLAN as – an experience for the students. Like it or not, success in formal education means testing and ranking. If you do well in Year 12, you’ll get into uni and have options. Of course you can be extremely successful without a uni experience, it just gives you options. If that’s what you’re after.

We give our kids formative assessment before giving them summative ones – I see NAPLAN (in one way) as a formative experience for students, in preparation for the higher stakes tests, the ones that actually count, in high school. Sure they also provide valuable information to stakeholders about the standard achievement levels of students and schools, but we all know they are a snapshot, through a narrow lens, of just one part of the educational experience.

So with the talk around staff rooms this week on why NAPLAN is <insert opinion here> I like to think of it in a positive light and let my students enjoy the ride.

and just for fun…

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