We know that there are ways to review quiz results that are less than effective ("Okay, folks, number 4 is x+2... number 5 is 14... number 6 is..."). But we also know that we can't spend a whole class period working through each problem.
Here is a way that one department uses their SmartBoards to create an engaging, effective way for students to review quizzes and assessments.
SmartBoard Item Analysis
Students, especially as they get older, don't like to ask for help or share when they get an answer wrong. But most of us (adults included) don't mind at all when someone asks us which problem we got right.
Several science teachers at East Hartford Middle School, in East Hartford, Connecticut, have students come up to the SmartBoard and plot a "smiley" (or a star, in another class) next to the number of each problem that they completed correctly.
In this example, the total number of students was 23. Most items had 21 correct responses (91%); the lowest correct response rate was the last item, where 19 students scored correct (83%).
After students plot their responses, the class can talk about items that were particularly problematic, or which stood out from the others. Because of the anonymity of the task, a teacher can ask, "Why might so many students have given an incorrect response to number three?" and students can begin to analyze the problems that occurred in that item, without talking specifically about their own work:
At Seymour High School, a physics teacher has students use their cell phones as "responders," taking a common formative assessment that collects the answers in a shared spreadsheet on Google Docs. The teacher can tell what time a student takes his quiz, and from where. He closes the "window" at a certain time -- anyone who hasn't logged in by that time is locked out of the quiz. Then he creates a graph of the responses for each item, that he posts on his SmartBoard, for the students to review. He can highlight the correct answer, and focus on incorrect responses that seemed to trip up a chunk of students.
Of course, if you are fortunate, you can purchase student responders to use with your SmartBoard, like the Connecticut Technical High School System has. Practice tests and quiz review were never so much fun as when you can see the responses real-time, like a game show.
Frehlich, C. 2010. "Student Response Systems."
Mellbourn, S. and A.Hoekstra. 2011. "A Meeting of Minds." Teaching Sociology.
Buyer, Lise. 2008. "Smart Boards Change Classroom."ABC News.
In other news...
Here are the other interesting tidbits that have passed over my desk this week:
Last week I posted some information on data teams, including some links to other schools' websites, with forms, schedules and videos. The Connecticut State Department of Education has posted videos that Connecticut educators can access using your educator identification number (on your State Teaching Certificate). See the CALI (Connecticut Accountability for Learning Initiative) page, sign in using your email and password, then click the "Media" tab.
If you loved Classroom Instruction that Works and The Art and Science of Teaching, then you will really love Visible Learning for Teachers, by John Hattie. A group of teachers and consultants pored through this book as part of a Data Teams training recently, and we were astonished about the true impact (or lack of...) of some of our tried and true strategies. I won't spoil the surprise. Definitely one for the adminstrator bookshelf.
We Give Books is a website where students can read children's books online, for free. Books read by online readers are matched with donations of books to one of several charitable causes aimed at putting books in the hands of children around the world. Bookmark the website for your computer center.