The Problem with “Formative Assessment Tools” (part 2 of 2)

19 Sep

Lees ook zeker dit vervolg op de vorige blogpost over student response systems.

Cooper on Curriculum

The Problem with %22Formative Assessment Tools%22 (part 2 of 2)In the previous post (part 1 of 2), we explored the fact that student response apps (Socrative,Kahoot!,Plickers, etc.) are often mislabeled as “formative assessment tools.” What makes them formative depends on the context in which they are used. Formative assessment is a process, and in order for a tool to play a part in this process the results/data it produces must be leveraged to differentiate instruction or learning.

The Problem

Now, let’s explore a second problem with these apps, which is the belief that they are not generally associated with higher-order thinking.

From what I have experienced, we are largely stuck in this rut when it comes to using student response tools, and there are two main reasons why:

  • For the most part, old school “student clickers” included only multiple-choice questions (and maybe a little something else), which is a format that tends to…

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  1. The Problem with "Formative Assessment Too... - 21 september 2015

    […] In the previous post (part 1 of 2), we explored the fact that student response apps (Socrative,Kahoot!,Plickers, etc.) are often mislabeled as “formative assessment tools.” What makes them formative depends on the context in which they are used. Formative assessment is a process, and in order for a tool to play a part in this process the results/data it produces must be leveraged to differentiate instruction or learning. The Problem Now, let’s explore a second problem with these apps, which is the belief that they are not generally associated with higher-order thinking.  […]

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