FORMATIVE ASSESSMENT IN DISTANCE EDUCATIONJak Haggett – Mount Compass Area School

MY DISTANCE EDUCATION JOURNEY

• Prior to coming to MCAS no experience in this setting

• 2017 – First distance delivery for Stage 1 Physics

• 2020 – Delivering Stage 1 Physics and Stage 2 Mathematical Methods to four different sites

MY INITIAL GOALS• Students live in all

scheduled lessons

• Students engaged in class conversation and activities

• The experience of students at our site differing as little as possible to those students off site

• Meet once at term, mixed

MY BIGGEST CHALLENGE

•Monitoring ongoing student learning and

•Effective formative assessment

THE INITIAL SET UP

• WebEx running on my laptop and audio connected via a headset and microphone

• No direct communication between students onsite and online

• Slow internet speeds

• In normal classroom

THE INITIAL SET UP

• Relationships with class members not as good as they could be

• Very me centered

• Formative assessment was very assignment based

• Class discussion was clunky

THE CURRENT SET UP

• Dedicated space to use

• Much faster internet

• Logitech meetup system connected to a dedicated pc and screen.

• Microsoft Teams

THE CURRENT SET UP

• Pretty much feels like the students are in the class

• Very few activities need significant adaptation

THE SAMR MODEL

Image credit: Sylvia Duckworth, via @DavidGuerin

THE SEARCH

• Software (ideally web based apps) that is universal and ideally free

• Easy to use with minimal support

• Meets all department risk assessment criteria

• Have an ongoing record and not have 10,000 emails

MONITORING UNDERSTANDING

• Uploading photos of bookwork into a Class Notebook in Microsoft Teams at the completion of lessons

• Done on a students phone, can be at home when they connect to wifi, takes 1-2 minutes.

ASKING QUESTIONS

• Ongoing feedback and exit card

• After school drop in sessions twice a week

• When students email questions the reply is often sent as a video

• Can break into a separate meeting with a student when needed (wasn’t previously possible)

ONGOING FEEDBACK AND EXIT CARD

GROUP DISCUSSION

• Enables whole class to participate

• Can break into small groups or as a whole class

• I can record and watch back or watch live all meetings

• Students can share files, their screen, etc easily

• Whole class student led discussions

• Able to use the no hands up method with whole class visually

EXAMPLE OF TECHNOLOGY USE