Day 19: Formative Assessment with GradeCam
I love multiple choice and true/false questions as vehicles for authentic student argumentation as per the 3rd CCSS Mathematical Practice (highlights are mine):
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Good MC questions are hard to come by, but even some of the questions from our book create that focal point for students to build an argument, present it to their peers, and critique the reasoning of others. On today’s worksheet, I inserted 8 MC and TF questions along with a GradeCam blank form for students to record their final choices. This gives students a chance to listen to their peers arguments, but have the ultimate decision to accept the choice or go with their own argument.
Once students decide on their choices, they come up to my computer and have their iPad scanned in student mode to see how they did. GradeCam in student mode identifies the problem number of incorrect choices, but does not tell them the correct answer…also keeps it anonymous from other students so the “fear” of public mistakes is alleviated. Students know which questions to go back to and are eager to “fix” their thinking.