Formative
Description
Formative is a digital tool with which you can create an assignment in advance. In class, you can follow up on your students' answers to see which questions they are still struggling with.
How it works
Watch the instruction video here. You need an Internet connection and a Google-account. The students also need access to the Internet as well as a code provided by you.
Before class:
- Create an assignment on goformative.com
- Upload a text, a video, a graph, ... Choose from different types of questions (multiple-choice, gap fill, right or wrong)
In class:
- Share the code with your students for them to log in and work on your assignment. You can give interim feedback and verify which questions are difficult for them. If your students submit the assignment, they can see your answer key. You decide how long this remains visible.
Tips
- Let the students log in with their own name, so you can monitor them easily afterwards.
- This tool can be linked easily with Google Classrooms.
- Please note:
- If the students have not finished completely before submitting the assignments, they cannot see the answer keys.
- If the students have not finished and want to resume the assignments, this can only be done on the device from which they have submitted them.
Examples
Rubric
Description
A rubric is an evaluation matrix consisting of testing criteria and evaluation levels. It explains to students and teachers what aspects are being evaluated and presents the level that a student has attained for these aspects. Rubrics are often used to make complex skills, such as communicating, cooperating and presenting, clear to students.
How it works
- Determine the objective you want to evaluate.
- Limit yourself to a single skill/proficiency.
- Describe what subset of skills the proficiency/skill consists of. Limit yourself to about six sub-skills.
- Determine four levels per sub-skill that the student can reach (far right column = highest level, far left column = lowest level). The levels should be clearly distinguished from another and should provide high-quality descriptions.
Tips
- Involve students with the evaluation process right from the start by having them fill in an empty rubric themselves, for example. This way, they set the bar themselves.
- By using a rubric, students know beforehand what criteria are tied to the execution of a task (feed-up). Rubrics enable both teacher and students to asses what has already been learnt (feedback) and what is still to be learnt (feed-forward). De indicators show what is left to do in order to achieve a better performance.
- Focal points of the indicators (description of the levels on the selected sub-skills):
- Brief and powerful
- Measurable and observable
- Not formulated negatively.
- It is possible to design your rubric in Excel or Word. Rubistar provides a template for a similar lay-out.
- You could give students written feedback using a rubric with the help of a number of digital tools:
- ForAllRubrics allows you to make rubrics and give written feedback to students.
- OrangeSlice Teacher can be used to design rubrics, integrate them into an assignment and evaluate in the same platform. It can also be used for peer evaluation.
- OrangeSlice Student provides a selection of tools that are easily linked to Google Classroom, which means that keeping track of feedback and passing it on is easier.
- Have students evaluate anonymous assignments of previous years (two strong and one less strong or weak assignment). Have them write down what they find to be strong and weak aspects of the assignment based on the rubric. Discuss this in class.
Examples
Rubric writing French and English year 12-13 ASO (Dutch)
Rubric as peer feedback-self reflection English year 11 ASO
Rubric conversations French and English year 8-9 A (Dutch)
Rubric conversations French and English year 10-11 TSO/KSO (Dutch)