Exit cards: creating a dialogue for continuous evaluation

Patka, Mazna; Wallin-Ruschman, Jennifer; Wallace, Tenille; Robbins, Candice

doi:10.1080/13562517.2016.1167033

Cited by 7 publications

(2 citation statements)

References 19 publications

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“…The formative assessment prompts used in the analysis were strategies supported with moderate to strong evidence in the Institute of Education Sciences What Works Clearinghouse Practice Guide called Teaching Secondary ISSN 2513-8359 Students to Write Effectively (Graham et al, 2016). Formative assessment strategies included K-W-L-S (Ogle, 1986;Steele & Dyer, 2014), 3-2-1 (Djudin, 2021), Exit Card Reflection (Patka, et al, 2016), and Plus/Deltas (Helminski, 1995). In brief, K-W-L-S ask learners to describe what they know, want to know, learned, and still want to know.…”

Section: Formative Assessmentmentioning

confidence: 99%

Semantic Analyses of Open-Ended Responses From Professional Development Workshop Promoting Computational Thinking in Rural Schools

Gillenwaters

Iqbal

Piccolo

et al. 2023

IJCSES

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The development of curriculum and access to educational resources related to applied computing is lacking for students in K-12 schools particularly in rural areas, despite the large and growing demand for computing skills in the job market. Motivated by this need, an interdisciplinary professional development workshop was designed to promote computational thinking and curriculum integration among teachers involved in teaching core curricula including writing, math, science, and social studies in grades 3-8 in a rural midwestern state in the USA, as part of a longitudinal grant-funded program. Open-text feedback was collected before, during, and immediately after the workshop in response to multiple types of formative assessments. In this paper, we present several forms of data representation from exploratory textual analyses based on the feedback collected from the workshop participants. Semantic analysis tools including sentiment analysis and thematic analysis facilitated the identification of common themes in perception among grade 3-8 teachers relating to the implementation of computational concepts in their classrooms. Results suggest that these techniques can be useful in evaluating open-ended feedback to represent patterns of response which may aid in the identification of actionable insights related to adult learner perceptions, including interest and self-efficacy.

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Section: Formative Assessmentmentioning

confidence: 99%

Semantic Analyses of Open-Ended Responses From Professional Development Workshop Promoting Computational Thinking in Rural Schools

Gillenwaters

Iqbal

Piccolo

et al. 2023

IJCSES

View full text Add to dashboard Cite

show abstract

“…From the intersection of the various instruments of formative assessment of the national and international research circle of the aforementioned authors, the inclusion of other instruments by other authors, equally relevant, is added. The instruments are as follows: Exit Cards -Patka et al [11]; Portfolios -Karlin et al [12]; Think-Pair-Share, Pass the Question, Muddiest Point, Two-tier Multiple-Choice Questions, Student generated test questions, Concept Card Mapping -Cullinane [13].…”

Section: Tools For Formative Assessmentmentioning

confidence: 99%

An Assessment Classification of Formative Evaluation Tools and Digital Tools

Paiva¹,

Oliveira²,

Reis³

2020

ICERI Proceedings

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The theme "An assessment classification of formative assessment tools and digital tools" represents the meeting between a theme with a history in education -formative assessment, and another very current theme -the use of digital tools with an emphasis on commonly called apps (digital apps). The formative evaluation presents numerous scientific evidences of its potential in supporting students and teachers in overcoming weaknesses and deficiencies, with very positive impacts in terms of motivation, engagement, achievement and autonomy, thus justifying a study on the difficulties in rooting. Technology can guarantee a greater rootedness and a performance more aligned with inclusive education, considering the student's profile after leaving compulsory education. The qualitative methodology was adopted. The technological environment by nature stands out for its ease and efficiency in the collection, organization and treatment of data, thus meeting, one of the main limitations of formative assessment is the difficulty in collecting data on the interaction of learning and results as well as the analysis of formative feedback and evaluation. The results obtained allowed us to conclude that was possible and a new model of classification of apps for formative evaluation was built. The structure of our model comes from the correspondence between the characteristics and the purposes of the tools and / or techniques of formative assessment, and the potentialities and functionalities of applications for mobile devices, in an intrinsic link to Bloom's Taxonomy (2001). This classification was built from three classifications. One classification focuses on formative assessment techniques and cognitive development goals, another organizes apps by type of pedagogical activities, and finally, another organizes, not apps, but web tools serving cognitive development goals concerning a 1956 version of Bloom's Taxonomy.

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Ethical Issues in Reporting on Teacher Candidate Perspectives in a Cultural Diversity Course: Increasing Trustworthiness, Protecting Participants, and Improving Practice

Kitchen

2019

Self-Study of Teaching and Teacher Education Practices

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Exit cards: creating a dialogue for continuous evaluation

Cited by 7 publications

References 19 publications

Semantic Analyses of Open-Ended Responses From Professional Development Workshop Promoting Computational Thinking in Rural Schools

Semantic Analyses of Open-Ended Responses From Professional Development Workshop Promoting Computational Thinking in Rural Schools

An Assessment Classification of Formative Evaluation Tools and Digital Tools

Ethical Issues in Reporting on Teacher Candidate Perspectives in a Cultural Diversity Course: Increasing Trustworthiness, Protecting Participants, and Improving Practice

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