CEDO 550 - Week 4 Formative Assessment

Tuttle’s Stages of Formative Assessment

I think Tuttle takes issue with those teachers that throw eClickers into student hands, ask for some responses, and then call it formative assessment.  Tuttle states the same sentiments concerning cell phones and Twitter.  So let’s take a look at Tuttle’s stages above and see where he is coming from.  With eClickers, Twitter, and cell phone responses it usually happens real-time so the format of the question(s) needs to be simple enough so that immediate analysis can occur.  A teacher should also limit the number of questions in these instances.  Sometimes teachers create elaborate surveys or questionnaires and try to administer them using eClckers, etc and then make the claim that they are giving formative assessment.  In reality, they are only going as far as Step 2 on the above graphic.  Surface analysis could occur but not enough where the teacher would reach the next levels of completing the formative assessment.

The tool that I like to use for formative assessment is Google Forms.  I’d like to qualify the use of Google Forms by explaining that I create formulas on the Google Spreadsheet where the output is created to assist with the diagnosis.  Without creating formulas for analysis/diagnosis, the use of Google Forms would not get you much farther than Step 2 of Tuttle’s stages.  A quick analysis of my Google Spreadsheet provides me with specific information about each student and the class as a whole.  For example, I could see which concepts need more attention as a whole, and by looking at the individual responses I can steer each student in the appropriate direction.  This feedback can be shared with the class and with individual students who, in turn, can use that to correct any misunderstandings.