The document discusses the increasing interest in using online applications for formative assessment in K-20 education. It explores definitions of formative assessment and focuses on how formative assessment can provide feedback to students to guide their learning, build confidence, and promote improvement. The presentation also examines issues around selecting formative assessment applications and compares features of different applications.

1. Observa(on
Compara've
Analysis
of
Forma've
Assessment
Apps
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
TESOL
Arabia
Conference
11
March,
2016
HyaC
Regency
Hotel
Dubai,
UAE
James
Buckingham

2. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
TESOL
Arabia
Conference
11
March,
2016
HyaC
Regency
Hotel
Dubai,
UAE
James
Buckingham
Instructor
Educa'on
Technologist
Digital
Badge
Specialist
Zayed
University
Abu
Dhabi,
UAE
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Backchannel
/
list
of
links
hBps://todaysmeet.com/
TACON2016

3. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
increasing
interest
in
the
use
of
online
applica'ons
in
K-­‐20
driven
by?
• increased
availability
of
smartphones
/
table
devices
/
laptops
• increased
reliability
and
availability
of
network
connec'vity
to
support
it
• increased
interest
in
using
such
apps
to
mo'vate
students
• perceived
"new
ability"
to
carry
out
low
/
no
cost
computer
based
assessment
(Sharkey,
2005)

4. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
increasing
interest
in
the
use
of
online
applica'ons
in
K-­‐20
driven
by?
• increased
availability
of
smartphones
/
table
devices
/
laptops
• increased
reliability
and
availability
of
network
connec'vity
to
support
it
• increased
interest
in
using
such
apps
to
mo(vate
students
• perceived
"new
ability"
to
carry
out
low
/
no
cost
computer
based
assessment
(Sharkey,
2005)

5. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
increasing
interest
in
the
use
of
online
applica'ons
in
K-­‐20
today's
buzzwords

6. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
increasing
interest
in
the
use
of
online
applica'ons
in
K-­‐20
today's
buzzwords
• engaging
students;
• promo'ng
“interac(on”

7. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
increasing
interest
in
the
use
of
online
applica'ons
in
K-­‐20
today's
applica(ons
• ROI
-­‐
rela'vely
low
cost
in
'me
w/
rela'vely
high
speed
of
return
• (me
-­‐
easy
to
use,
create,
collaborate
and
share
• money
-­‐
low
or
no
cost
investment

8. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
increasing
interest
in
the
use
of
online
applica'ons
in
K-­‐20
today's
applica(ons
• ROI
-­‐
rela'vely
low
cost
in
'me
w/
rela'vely
high
speed
of
return
• (me
-­‐
easy
to
use,
create,
collaborate
and
share
• money
-­‐
low
or
no
cost
investment
What’s
not
to
like?

9. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
But
what
is
“forma(ve”
assessment?
not
so
easy
to
answer
• different
defini'ons
• even
different
terms
for
it
• "informa've
assessment"
(Winkler,
2010)

10. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
But
what
is
“forma(ve”
assessment?
not
so
easy
to
answer
• different
focuses
• learner
• instruc'onal
design
• course
design
• program
design

11. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
But
what
is
“forma(ve”
assessment?
my
focus
• learner
• instruc'onal
design
• course
design
• program
design

12. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
But
what
is
“forma(ve”
assessment?
my
focus
• learner
• a
student’s
review
of
their
learning
• check
how
well
they
have
understood
• use
“data”
to
• guide
(focus)
their
next
move
• improve
their
work

13. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
But
what
is
“forma(ve”
assessment?
my
focus
• learner
• to
provide
feedback
that
will
• build
learner
confidence
• promote
learner
improvement
(Wehlburg,
2011)

14. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
But
what
is
“forma(ve”
assessment?
my
focus
• learner
• theory
• helps
make
student
learning
processes
more
transparent
(see
what
students
know)
so
it
benefits
BOTH
student
and
instructor

15. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
But
what
is
“forma(ve”
assessment?
my
focus
• learner
• research
• in
top
three
of
most
effec've
ways
to
impact
on
student
learning
1. make
learning
fun
2. effec've
PD
3. forma(ve
assessment
(Winkler,
2010)

16. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
But
what
is
“forma(ve”
assessment?
my
focus
• learner
• methods
• feedback
without
grades
• self
assessment
• peer
assessment
• ques'oning

17. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Key
“forma(ve”
assessment
issues?
Observa(on
#1
-­‐
lack
of
formal
training
• oben
guided
by
teacher's
percep(on
of
what
"works"
• availability
of
formal
instruc'on
or
PD
on
how
to
conduct
effec've
FA
very
low
(Volante
&
BeckeC)

18. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Key
“forma(ve”
assessment
issues?
Observa(on
#1
-­‐
lack
of
formal
training
• few
chances
to
learn
/
explore
FA
• high
dependency
on
HE
courses
to
direct
assessment
methods
• ….
even
then,
few
focus
on
FA
..
choosing
instead
to
focus
on
SA
(Volante
&
BeckeC,
2011)

19. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Key
“forma(ve”
assessment
issues?
Observa(on
#2
-­‐
assessing
vs
grading
• Tempta(on
• to
"grade
/
measure”
• valued
so
highly
by
school
admin
(Whelburg,
2011)
(Volante
&
BeckeC,
2011)

20. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Key
“forma(ve”
assessment
issues?
Observa(on
#2
-­‐
assessing
vs
grading
• Tempta(on
• to
"grade
/
measure”
• overemphasis
on
SA
=
environment
of
high
accountability
• excessive
tes'ng
=
neglect
of
cri'cal
thinking
(far
more
difficult
and
'me
consuming
to
test?)
• more
SA
=
less
feedback
(?)
lower
quality
feedback
(?)
(Whelburg,
2011)
(Volante
&
BeckeC,
2011)

21. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Key
“forma(ve”
assessment
issues?
Observa(on
#3
-­‐
limited
methods
(Torrance
&
Pryor,
2001)

22. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Selec'ng
“FA”
applica'ons
criteria?
• Key
traits
• easy
to
use
• easy
to
realize
results
• low
cost
/
no
cost
=
accessible
to
all

23. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Selec'ng
“FA”
applica'ons
criteria?
• Key
affordances
(design
supports
ac'on)
• provides
feedback
to
both
instructor
/
student
• data
produced
...
downloadable
..
for
interpreta'on
• supports
instructor
authored
feedback
• supports
collabora'on
/
sharing
with
peer/
instructors
• supports
both
convergence
and
divergence
ques'oning

24. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Selec'ng
“FA”
applica'ons
criteria?
• popular
among
educators
• social
cura'on
• currently
ranked
highest
in
educator
based
surveys

25. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Selec'ng
“FA”
applica'ons
criteria?
• popular
among
educators
• Edshelf
• Graphite
• Jane
Hart's
100
tools
for
2015

26. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Selec'ng
“FA”
applica'ons
criteria?
• Edshelf
social
review
/
cura'on
by
educators

27. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Selec'ng
“FA”
applica'ons
criteria?
• Edshelf
social
review
/
cura'on
by
educators

28. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Selec'ng
“FA”
applica'ons
criteria?
• Graphite
social
review
/
cura'on
by
reviewers
&
educators

29. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Selec'ng
“FA”
applica'ons
criteria?
• Graphite
social
review
/
cura'on
by
reviewers
&
educators

30. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Selec'ng
“FA”
applica'ons
criteria?
• Graphite
social
review
/
cura'on
by
reviewers
&
educators
Ranking
Kahoot
3
/
4
Socra've
3
/
4
Nearpod
4
/
5

31. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Selec'ng
“FA”
applica'ons
criteria?
• Jane
Hart's
100
tools
for
2015
nomina'ons
&
reviews
by
educators

32. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Selec'ng
“FA”
applica'ons
criteria?
• Jane
Hart's
100
tools
for
2015
nomina'ons
&
reviews
by
educators
Ranking
17
–
Kahoot
32
–
Socra've
50
–
Nearpod

33. Observa(on
Defini(on
Issues
Applica'ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Challenges
facing
“FA”
adop'on
Address
training
needs
• educators
may
lack
skills
on
• how
to
interpret
student
data
results
• offer
feedback
that
will
lead
to
improved
student
results
Unclear
next
steps?
• lack
of
incen(ves
for
teachers
to
invite
learning
how
to
measure
effec'veness
of
feedback
• lack
of
consensus
among
academics
on
how
to
move
forward
(Sharkey
&
Murnane,
2006)

34. Observa(on
Defini(on
Issues
Applica'ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Sugges'ons
–
My
“current”
review
Kahoot
#17
• supports
“convergence”
type
ques'ons
• does
NOT
support
divergence
type
ques'ons
• maximum
4
choices
–
“right
/
wrong”
feedback
• does
NOT
support
authored
feedback
• could
be
adapted
to
realize
peer
feedback
•

35. Observa(on
Defini(on
Issues
Applica'ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Sugges'ons
–
My
“current”
review
Socra(ve
#32
• supports
BOTH
“convergence”
and
“divergence”
ques'ons
• does
support
authored
feedback
• could
be
adapted
to
realize
peer
feedback

36. Observa(on
Defini(on
Issues
Applica'ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Sugges'ons
–
My
“current”
review
Nearpod
#50
• supports
BOTH
“convergence”
and
“divergence”
ques'ons
• does
support
authored
feedback
• could
be
adapted
to
realize
peer
feedback

37. Observa(on
Defini(on
Issues
Applica'ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Sugges'ons
-­‐
General
Focus
on
the
learner’s
needs
• nature
of
feedback
needs
to
be
• more
suppor've
(in
small
groups?)
• more
informa've
leads
to
• less
convergence
in
FA
design
• True
/
False
• Right
/
Wrong

38. Observa(on
Defini(on
Issues
Applica'ons
Sugges(ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Sugges'ons
-­‐
General
Focus
on
the
learner’s
needs
• nature
of
feedback
needs
to
be
• more
suppor've
(in
small
groups?)
• more
informa've
leads
to
• more
divergence
in
FA
design
• open
ques'ons
/
open
answers

39. Observa(on
Defini(on
Issues
Applica'ons
Sugges'ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
The
Future?
• more
variety
in
FA
strategies
(growing
segment
of
app
market)
• more
personalized
&
self
directed
instruc'on

40. Observa(on
Defini(on
Issues
Applica'ons
Sugges'ons
Future
Challenges
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
The
Future?
• more
variety
in
FA
strategies
(growing
segment
of
app
market)
• more
personalized
&
self
directed
instruc'on
• Current
examples?
Interac've
video
applica'ons

41. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
List
of
references
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Abuid,
B.
A.
(2014).
A
student
par'cipa'on
assessment
scheme
for
effec've
teaching
and
learning.
Learning
and
Teaching
in
Higher
Educa'on:
Gulf
Perspec'ves,
11(1).
Retrieved
from
hCp://lthe.zu.ac.ae/index.php/lthehome/ar'cle/view/109
Foggo,
L.
(2007).
Using
Blogs
for
Forma've
Assessment
and
Interac've
Teaching.
Ariadne,
(51).
Retrieved
from
hCp://www.ariadne.ac.uk/issue51/foggo/
Laborda,
J.
G.,
Sampson,
D.
G.,
Hambleton,
R.
K.,
&
Guzman,
E.
(2015).
Guest
Editorial:
Technology
Supported
Assessment
in
Formal
and
Informal
Learning.
Journal
of
Educa'onal
Technology
&
Society,
18(2),
1–2.
l’Anson,
S.
(2016,
February
24).
Forma've
Assessment
Archives.
Retrieved
from
hCp://interac'veachievement.com/category/forma've-­‐assessment/

42. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
List
of
references
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Sharkey,
N.
S.,
&
Murnane,
R.
J.
(2006).
Tough
Choices
in
Designing
a
Forma've
Assessment
System.
American
Journal
of
Educa'on,
112(4),
572–588.
hCp://doi.org/10.1086/505060
Torrance,
H.,
&
Pryor,
J.
(2001).
Developing
Forma've
Assessment
in
the
Classroom:
Using
ac'on
research
to
explore
and
modify
theory.
Bri'sh
Educa'onal
Research
Journal,
27(5),
615–631.
hCp://doi.org/10.1080/01411920120095780
Volante,
L.,
&
BeckeC,
D.
(2011).
Forma've
assessment
and
the
contemporary
classroom:
Synergies
and
tensions
between
research
and
prac'ce.
Canadian
Journal
of
Educa'on/Revue
Canadienne
de
L’éduca'on,
34(2),
239–255.
Wehlburg,
C.
(2011).
A
scholarly
approach
to
assessing
learning.
Interna'onal
Journal
for
the
Scholarship
of
Teaching
and
Learning,
5(2),
2.

43. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
List
of
references
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Winkler,
C.
C.
(2010).
Examples
of
Effec've
Forma've
Assessment.
Mar'n
Luther
College.
Retrieved
from
hCps://www.mlc-­‐wels.edu/library/search-­‐find-­‐2/special-­‐collec'ons/
pdf-­‐files/LitReviewWinkler2010.pdf

44. Observa(on
Defini(on
Issues
Applica(ons
Sugges(ons
Future
Challenges
TESOL
Arabia
Conference
11
March,
2016
HyaC
Regency
Hotel
Dubai,
UAE
James
Buckingham
Instructor
Educa'on
Technologist
Digital
Badge
Specialist
Zayed
University
Abu
Dhabi,
UAE
Compara(ve
Analysis
of
Forma(ve
Assessment
Apps
Backchannel
/
list
of
links
hBps://todaysmeet.com/
TACON2016