Keys to Differentiating Instruction Using Technology-Based Formative Assessments

Guest post by G.A. Buie:

Student homework has been a cornerstone for learning and evaluation for years. Even in our technology-driven classrooms, for students who are diligent and engaged in the learning process homework can be an effective method of evaluating their progress as well as a teacher’s instructional effectiveness. Unfortunately, not all students are diligent and engaged, and though the problems related to assigning homework have changed, the process of assigning homework hasn’t. Teachers are encountering a shrinking number of students completing their assigned homework—and, even if it’s completed, teachers must question whether the work is original or copied. As a result, homework becomes a very ineffective tool to evaluate a student’s progress.

With student and teacher accountability at a premium in today’s educational environment, it is imperative that teachers have a method of measuring a student’s progress and his or her understanding of content. Waiting for the summative assessment is too late; teachers need a tool that doesn’t take away from instructional time, yet doesn’t add to an already heavy teaching load.

Teachers need quick results that measure curricular objectives, and at times they need to be able to develop those activities on the spot. At Ignite ’14, we will explore a wide variety of technology-based formative assessment ideas which can be used in almost any classroom. These tools will be designed to gather valuable data for the teacher almost instantaneously, thus allowing the teacher the opportunity to differentiate their classroom using multiple forms of data. Best of all, these ideas can be implemented on any budget with tools already available to most schools or students.

G.A. Buie (@gabuie31) is the president-elect of NASSP. He will present at the Ignite 2014. For more information and to register visit www.nasspconference.org.

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