In exploring the assessment tools for Module 2, I began to develop a better understanding of the difference in formative and summative assessments. In the elementary art classroom, most assessment is by direct observation, questioning strategies, and tickets out the door. Therefore, formative assessment happens throughout the lesson, as students must often complete one step successfully before moving on to another step. “Through formative assessment, teachers check student understanding, get valuable data on student learning, and then use that data to modify instruction” (Common Sense Education, n.d.). Summative assessment occurs during 4th grade, as my students are required by the state to take a pre- and post-test showing their knowledge and understanding of various elements of art. I’ve realized that although I can tell if a student is generally on track by observation and questioning, this does not tell me that they have mastered the vocabulary or that they can apply what they know in other settings (such as through a multiple choice test). Therefore, I think that many of the assessment tools could be more effective in helping myself and my students identify what they know, so that I can meet their needs and that they can meet and exceed academic expectations. “When teachers know what students know (or don’t know), they can adjust to meet students right at their level” (Common Sense Education, n.d.). This type of formative assessment would give me a chance to adjust instruction as necessary. I found that it was important to “learn the strengths and weaknesses of each tool”, as “you’ll need several to meet any classroom situation” (Davis, 2015).
The first assessment tool that I explored was Kahoot (www.kahoot.com). This program is already used by several teachers at our school, so I knew that students may be somewhat familiar with how it works. I found that there was an abundance of art quizzes, ranging from elementary art and principles of design to specific design techniques and vocabulary. These quiz offerings would definitely help meet our students’ needs in formative and summative assessments, as it would give me insight into who is meeting, not meeting, and exceeding objectives. Art tends to diversify itself, and I’m usually able to connect with all learners because art doesn’t rely on language, or even ability. I do think that Kahoot would benefit language learners, as well as those with special needs.
The second tool that I found useful was Quizizz (www.quizizz.com). It was interesting that even though I was familiar with Kahoot and unfamiliar with Quizizz, I actually found Quizziz to be more useful (and therefore effective) for me in the art room. The access to quizzes from different areas is amazing, and I feel the memes and suggestions make it more relevant to modern age learning. Also, I appreciate the options to make collections of quizzes, all of which increase student engagement and my engagement as well.
The first assessment tool that I explored was Kahoot (www.kahoot.com). This program is already used by several teachers at our school, so I knew that students may be somewhat familiar with how it works. I found that there was an abundance of art quizzes, ranging from elementary art and principles of design to specific design techniques and vocabulary. These quiz offerings would definitely help meet our students’ needs in formative and summative assessments, as it would give me insight into who is meeting, not meeting, and exceeding objectives. Art tends to diversify itself, and I’m usually able to connect with all learners because art doesn’t rely on language, or even ability. I do think that Kahoot would benefit language learners, as well as those with special needs.
The second tool that I found useful was Quizizz (www.quizizz.com). It was interesting that even though I was familiar with Kahoot and unfamiliar with Quizizz, I actually found Quizziz to be more useful (and therefore effective) for me in the art room. The access to quizzes from different areas is amazing, and I feel the memes and suggestions make it more relevant to modern age learning. Also, I appreciate the options to make collections of quizzes, all of which increase student engagement and my engagement as well.
My initial experience with Screencast-o-matic was with a prior course. I quickly forgot, but then easily remembered, how to start, pause, record, and upload. I did feel frustrated that I didn’t know more, and even though I explored different aspect of the application, I felt the need to focus more on the assessment tools and readings, and less on the screencast. Looking back, I could benefit from an entire course/module just on screencasting, but I appreciate the chance to review my screencasting abilities in an effort to present what I’ve learned about formative assessment. As an art teacher, I will continue to explore this tech tool, as one of our county objectives is to teach artistic behavior and encourage student choice. Implementing blended learning/flipped classroom for students I see every 2-3 weeks is challenging, but if I recorded lessons (even if just for those who want to access on their phone), so that those students could preview a lesson, it would be more beneficial than not. Also, I could record lessons for students to view in-class, or have fifth grade students record a first grade lesson as demonstration of understanding. As I explored Screencast-o-matic, I believe the connections between instruction and assessment as connected to blended learning and student engagement are too beneficial to ignore.
Common Sense Education. (n.d.). Top Tech Tools for Formative Assessment [Blog post]. Retrieved
from https://www.commonsense.org/education/top-picks/top-tech-tools-for-formative-assessmen
Davis, V. (2017). Fantastic, fast formative assessment tools. Retrieved from
Edutopia: https://www.edutopia.org/blog/5fast-formative-assessment-tools-vicki-davis
Hirsch, J. (2015). 100 Videos and counting: Lessons from a flipped classroom. Retrieved
from Edutopia: https://www.edutopia.org/blog/100-videos-lessons-flipped-classroom-
oe-hirsch
Watson,T. (2017). Flipping the flipped classroom. Retrieved from Edutopia:
https://www.edutopia.org/discussion/flipping-flipped-classroom