I use GoFormative.com for many assignments, assessments, and activities in my classes. This platform allows students to work on assignments with the ease and familiarity of technology, and it affords me the ability to provide my students with feedback. On all assignments completed using GoFormative.com, I can provide students personalized feedback that they can view immediately. This means that students can address misunderstandings and errors within 24 hours of when they complete an assignment. Having assignments, assessments, and activities digitized also allows me to use the data from the website to act on student responses in my planning and instruction the following day. For instance, if homework is done on GoFormative.com, I enter the classroom the next day already knowing who did or did not do their homework, what percentage of the class got a question right, wrong, or somewhere in the middle, and I have seen their written responses. Students can revise their answers at the beginning of class based on my feedback, and I can deliver instruction that is planned and differentiated with the data in mind.
How does this address the standard?
Element A:Research, like Labuhn, Hasselhorn, and Zimmerman’s, “Enhancing students’ self-regulation and mathematics performance: the influence of feedback and self-evaluative standards,” suggests that students become better self-evaluators from receiving feedback.
Element B: The instruction that I plan and deliver is based on the data I collect from GoFormative.com assignments. Most often the assignments are formative in nature and I plan my instruction with the intent of allowing students to revise and build on their work based on the feedback I provide them.
Element C: Datnow, Park, and Wohlstetter’s “Achieving with data: How high-performing school systems use data to improve instruction for elementary students” is research-based evidence that using data from formal and informal assessments can be effective when planning instruction.
Element D:The use of GoFormative.com thoughtfully integrates technology in the classroom and uses cell phones in a way that is conducive to learning.
Element E: The feedback that I provide students on their assignments exhibits the high expectation that I have for them, including the expectations I have for them in problem-solving and critical thinking.
Element G: My feedback to students demonstrates clear communication of objectives and models appropriate language for mathematics. Element H:I plan my instruction based on the assessments, formal and informal, that are given onGoFormative.com.
Here is a sample question from a Formative Assignment
Here is my view of student responses to the same question
samples of feedback given to students on the problem