Analyzing formative assessment results
By the end of this module you should be able to:
- Collect data using a Kahoot formative assessment
- Analyze formative assessment data and modify instruction
While the design and implementation of formative assessment are important, considerably more important is how a teacher responds to the data collected. Read the following passage from ASCD about modifying instruction:
Teachers' instructional adjustments. Formative assessment's raison d'être is to improve students' learning. One of the most obvious ways to do this is for teachers to improve how they're teaching. Accordingly, one component of the formative assessment process is for teachers to adjust their ongoing instructional activities. Relying on assessment-based evidence of students' current status, such as test results showing that students are weak in their mastery of a particular cognitive skill, a teacher might decide to provide additional or different instruction related to this skill. It's worth stressing that because the formative assessment process deals with ongoing instruction, any teacher-made modifications in instructional activities must focus on students' mastery of the curricular aims currently being pursued. It's not a matter of looking at test data and deciding to try a new approach next time; it's a matter of doing something different (or differently) now. (Popham, 2008).
Now think: Do you often make instructional adjustments? If so, try to note specific examples and think about the learning outcomes.
Gathering Data from Kahoot
In the last lesson you should have designed a Kahoot for use in your classroom - and now is the time to use it! For this lesson's assignment you will have needed to play your Kahoot with multiple users at least once to collect appropriate data.
Popham, W. (2008). Transformative Assessment (1st ed.).