Tag: Formative Assessment

Create Quizzes from YouTube Videos Automatically with Quizizz

It just got a whole lot easier to check student comprehension of video content. But does this feature actually support student learning?

*Note: I have no affiliation with Quizizz.

Education technology has been quiet for a while, it feels like. But something pretty exciting has appeared in the online quiz game space.

Online quiz platforms have come a long way

First, let’s zoom out and give this category of education apps some context.

The iconic Kahoot first appeared in 2013. Can you believe that?

Since then, it feels like it’s ruled the review quiz space, by and large.

Everyone knows Kahoot.

But other apps and companies have also appeared over the years, and each one boasts interesting features that the others do not. Even as Kahoot slowly evolves forward and adds its own features, teachers can now choose from Blooket, Gimkit, Quizizz, or Quizlet.

I can’t profess to be a high-level expert on the ins and outs of every platform. A side-by-side comparison of each one (including differences between free and premium plans) would be fun.

Perhaps edtech author, speaker, and podcaster Jake Miller could tackle that little project. Jake?

New from Quizizz: AI-created quizzes from selected YouTube videos

In the meantime, I can tell you this.

Quizizz is putting artificial intelligence to work for teachers.

Quizizz now allows teachers to create review quizzes automatically from any YouTube video (provided it has captions, including auto-captions, which most videos do).

Drop the YouTube link and watch Quizizz do its magic.

Wow.

But Quizizz isn’t done.

It can also apply the same quiz-making skills to any .PDF, .Doc, or .PPT file.

Want to paste in a big body of text?

No problem. It can do that, too.

For FREE. As of the time of writing, you could perform this magic from a Basic account.

Time to test this YouTube-video-to-automatic-quiz feature out

I was skeptical at first. There’s no way this can work quickly and well, I thought.

Turns out it can.

I tested Quizizz on two YouTube videos. The first video was from fifth grade Social Studies, related to the government structures. The second was from sixth grade Science, related to Isaac Newton’s three laws of motion.

Both were short videos (under three minutes), so I knew the Quizizz AI wasn’t getting a huge amount of text from which to formulate questions.

It didn’t struggle at all. Ten decent multiple choice questions and answers for each video.

But does this feature actually support student learning?

Hold on, Cavey. Let’s make sure we’re not just rushing after the latest shiny object.

All-important is this question: does this app or feature support student learning? If so, how?

I think it does, although not in profoundly significant ways. Here’s what I mean.

Let’s take the second video that I tested in Quizizz — Newton’s Laws of Motion (Motion, Force, Acceleration).

I might show that video in connection with a learning target (derived from our sixth grade Science curriculum) that looked like this:

🎯 I can define and identify Newton’s three laws of motion.

Quizizz had no problem spitting out 10 decent multiple choice questions based on this short video (2:37). Bravo!

But let’s talk about depth of knowledge for a second. Even if a student scored a 10/10 on my little quiz (and note that I don’t record any numbers in my gradebook whatsoever), would I consider that evidence of full proficiency?

I’m not so sure that I would.

I would want more evidence. Better quality evidence. Other kinds of representations of this learning that require a little more from the learner and demonstrate greater depth of knowledge.

The same goes for all of these review platforms. We don’t take student results from Blooket or Kahoot and throw them in our gradebook. Right?

Hmmm.

Three nice wins from this feature

Here’s where I think these AI-powered features really add to the teaching and learning experience.

1. They will give teachers another source of formative assessment.

Wondering if your students are grasping the basics of Newton’s three laws? Your quiz results will give you a decent signal.

Will student scores give you a rock-solid picture of the depth of their understanding? As I wrote above, no. Will they help? Yes, particularly on a macro (whole-class) level.

2. They will increase student engagement.

It’s my anecdotal observation of middle schoolers that when multiple choice quizzes come out, most students come to play.

They’re engaged. They’re focused. They’re aiming to demonstrate their knowledge and understanding.

And because of that fact, I know I’ll also get higher engagement when I show the video itself. Simply by saying with a smile “And I’ve got a 10-question quiz to follow, so pay close attention!” I know students will be more engaged.

Am I leveraging performance anxiety to increase engagement? I don’t think so. I mean, I don’t even record numbers in my gradebooks. None at all.

And it should go without saying that I’m not going to embarrass or humiliate a student for a poor showing.

All I’m trying to do here is press a little button that says I care about your comprehension of this material, and because I care, I’d like to see some evidence.

That knowledge alone is enough to activate more attention and interest in most students.

3. They will save teachers time.

In 2023, teacher sustainability is everything. Seriously.

As we ask more from teachers than ever before, we have to have to have to find ways to save teachers time and energy.

This feature is one way to do it. A year ago, it probably took your average teacher 20–30 minutes to make a review quiz on one of these platforms.

No more. Powered by some awesome AI, Quizizz will do it for teachers in a matter of seconds. That’s a welcome savings.

Final thoughts on Quizizz AI

I’m excited about this step forward for review games, and I’m 95% sure it’s not just the nerdy technophile side of me speaking.

These quizzes will save teachers time, increase student engagement, and give teachers another source of formative assessment that will guide their next instructional decisions.

And it’s FREE. Did I mention that?

If you’re new to Quizizz but want to give it a try, check my latest edtech tutorial.

The Magic and Misery of Student Video Submissions

Allowing students to represent their learning through video creates exciting possibilities and serious challenges to our sanity at the same time.

Image Source: Apple

I’m a big believer in allowing our students to represent their learning in as many different ways as possible.

Writing is the conventional means for this, and don’t dump on it. Effective writing is as powerful and important as ever, says this English major.

The keyboard is still mightier than the sword, notwithstanding the trolls.

But students can also represent their learning through drawings, posters, brochures, magazines, slideshows, animations, group presentations, speeches, plays, audio recordings, and a host of other expressions.

They can also use video recordings.

The magic of video submissions

When I started teaching in 2001, there was no way for students to represent their learning through video and share it effectively.

We didn’t have iPads or Chromebooks back then. We didn’t even have wifi.

By comparison, students and teachers of today have an embarrassment of riches at our disposal. Using tools like Seesaw and Canva, students can record picture-in-picture videos or screencasts that include explanations and demonstrations of their learning.

There are probably hundreds of specific applications of video in the classroom, but here are three of my current favorites:

1. Writing piece read-alouds

Any time my English students complete a piece of writing of any significance, I ask them to read it aloud on Seesaw in the form of a screen recording. By zooming in on their text (usually a Google Doc) as they read, students allow their parents to follow along on their own devices while they listen to their child.

This practice is such a no-brainer for any middle school language classroom. It positions students to truly own their writing, refine and revise their texts (they always discover mistakes when they read them aloud), and strengthen their oral communication skills — another important curricular standard.

2. Video reflections after independent reading

Our students sometimes feel like every time they turn around, they’re writing another reflection. I think reflections are good practice for lots of reasons, but we can also mix it up a little bit. They don’t always need to be typed or written, and students generally appreciate the change-up.

Here’s an activity from my Seesaw library that I can re-post in a few clicks after any independent reading period. It meets curricular standards, requires critical thinking, strengthens oral communication skills, and provides some gentle accountability.

Wins all around.

3. Math solution demonstrations as screencasts

When I’m teaching Math, I like to ask students to demonstrate their solution to a problem as a narrated screen recording.

This gives me so much more information than simply “Did they find the right answer?” I can watch, listen, track their understanding and observe their whole process. Depth of proficiency is all right there.

The video becomes another helpful artifact in their learning journal. And the student’s parents can see precisely where their child’s learning is, too.

It’s a thing of beauty.

The misery of video submissions

Now it’s time to face the bitter truth about video submissions.

They take forever to fully review.

FOREVER.

I taught 160 unique middle school students each semester this year as part of my 60% teaching time. (We’ll stay focused today and ignore the fact that my 40% admin time took up about 80% of my energy.)

Let’s say that in the course of one week, I assigned each of my 160 students a learning activity that required submission of a video. (I know the UDL advocates will speak up to say that I should be offering more choices for means of representation, but work with me, folks.)

Let’s say that each of those 160 students submits a video that averages three minutes in length. That’s eight hours of viewing.

Now I know I don’t have to watch every single video in its entirety, but you see my point. When you put those hours beside all my other teaching and administrative duties, the time quickly becomes impossible. Absurd, even.

Some of my dear students sincerely expect me to watch every second of everything they post. Bless their hearts, but I can’t meet that demand and stay sane at the same time.

What are we to do?

Should we just give up and avoid video submissions altogether?

The good news about video activities

Thankfully, I bring you glad tidings of great joy, tired teacher. We don’t have to grade everything. We don’t have to offer feedback on everything, either.

I first encountered this word of hope from Dylan Wiliam and Siobhan Leahy in Embedding Formative Assessment:

“The most important takeaway from the research is that the shorter the time interval between eliciting the evidence and using it to improve instruction, the bigger the likely impact on learning.”

I draw three conclusions from this quote, and friend, they are important.

1. The feedback I offer my students in real time has the greatest impact of any feedback they receive.

This is as true on the basketball court or in the band room as it is in my English classroom. So I engage, interact, look over shoulders, sit with students, observe what they’re doing, ask questions, offer feedback, and support their learning whenever and wherever I can during class time.

2. The feedback I offer my students hours or days or even weeks after the fact isn’t too valuable.

You know those five hours you spent last Saturday posting feedback on student work? Not a great return on your investment, research suggests.

That’s not to say that we should never offer feedback or grade student work long after the time of completion. I do so when it seems important to, especially when I’m relying on particular pieces of evidence of learning to construct an accurate picture of a student’s progress.

But I weigh my investment of attention and energy against the time that has elapsed since the student completed the work. The greater the gap, the less impact my feedback or assessment is likely to have on their learning.

3. Learning activities can often support student learning, even without feedback or assessment from the teacher.

Look at the three examples of video submissions that I listed above. I would argue that each and every one is valuable for the student to complete, whether or not I offer feedback or assess the activity.

Yes, sometimes I will offer feedback during class or after it. But other times I can’t and won’t. And that’s okay, because the student is still winning.

They’re still thinking critically.

They’re still demonstrating their knowledge and understanding.

They’re still strengthening their oral communication skills.

They’re still reflecting on their learning.

My students don’t receive points or percentages for anything they do, so I hardly ever hear “Is this for marks?” or “Will this be graded?”

For the most part, they just do it. Because that’s the culture we’ve built.

And I sleep with the satisfaction of knowing they are moving their own learning forward.

Learning can happen without us, not to mention the possibilities afforded by peer- and self-assessment. Sometimes we need to drop the hero complex and remember that the children in our care have the capacity to learn and grow on their own.

Even if we don’t always see their finished product? (Gasp.)

Yes.

That’s not an abdication. It’s a recognition of student agency.

Image Source: Apple

Dig it or ditch it? The final verdict on video representations of learning.

I’ve shown you the magic.

I’ve detailed the misery of the time it takes to actually review every video submission.

And I’ve assured you that by opening the door to these representations of learning, you’re not actually kissing your sanity goodbye.

So I say dig it.

Offer feedback and coaching in the moment. Offer likes and encouragement whenever you can. Grade work and provide assessment when you must.

Don’t drive yourself crazy, but take this tool out of the toolbox.

What happens next just might bring back some of your fire for learning.

And your community will be better for it.

Roundtable: Gradeless Assessment

In this edition of the Roundtable, I spoke with five active K-12 educators who are on different assessment journeys. Although we all agree on the fundamental principles of going gradeless, you will a richness of different perspectives and areas of focus throughout our discussion.

Use the timestamps below to jump directly to topics of interest.

  • 0:50 – Guests introduce themselves and describe assessment in their educational contexts.
  • 9:03 – How would you make the case for going gradeless?
  • 24:23 – What are some of your best ideas, strategies, and tips for educators and education leaders seeking to move into a gradeless assessment model?
  • 44:45 – The proficiency scale currently used in most K-7 schools in the Canadian province of British Columbia.
  • 45:59 – What are some books and authors you recommend on the subject of going gradeless and formative assessment?

Guests Featured in the Roundtable:

Episode 97 – Nina Pak Lui



97 - Nina Pak Lui.png

Meet Nina Pak Lui

NINA PAK LUI has taught at the middle and high school levels and today she instructs pre-service teachers at the School of Education at Trinity Western University in Langley, BC, Canada.

Nina views teaching as a sacred calling, and she’s dedicated to inspiring and equipping future teachers to be caring, competent, inclusive and reflective. She is passionate about designing and facilitating meaningful learning experiences that intentionally connect theory to practice.

Tensions Between Vision and Reality

A few years ago, Nina was teaching in a high school context when her mental health began to struggle. She experienced a taxing tension between her vision for program ideals and certain systemic constraints that would not allow that vision to come to fruition. It became increasingly difficult to align her values and beliefs with practice, and the emotional distress eventually became too pressing to ignore.

Nina took an extended leave from her position, and the time away was healing and clarifying. With a lot of time for reflection, she stopped blaming external factors and began examining her own internal landscape. She learned to be kinder to herself, show more patience with others, accept the slow rates of institutional change, and recognize that perfectionism is a thief of joy. With lots of love from her support network, she has rested, recalibrated, healed, and now enjoys new optimism and outlook in her current context. 

Focusing on Formative Assessment for Learning

Nina regularly talks with her undergrad students about their own assessment journeys. They share about unyielding deadlines, grades being used to punish, no chances to refine or revise, and feedback that only comes at the end of a learning cycle. Although assessment experiences can be positive, the negative experiences seem to come through more often.

Katie White, author of Softening the Edges: Assessment Practices That Honor K-12 Teachers and Learners, writes that “continual intention and active capturing of learning in the moment and making inferences about a learner’s understanding in relation to a goal happens over time.” Dylan Wiliam adds that “for assessment to be primarily embedded in the learning cycle it must remain formative,” and “all activities undertaken by teachers and/or by students provide information to be used as feedback to modify teaching or learning activities in which they are engaged.”

These quotes speak to the ideas that …

  1. learning happens over time,
  2. we must practice intentional goal-setting,
  3. we must allow more times for reflection, and
  4. we must support more opportunities for revision and additional tries.

For Nina, formative assessment is often about determining readiness: is the learner actually ready to take the next step? Too often, we push learners down a track that ignores their individual needs and progress, which only creates further dissonance and deficits in their learning journeys. By being more flexible and creating personalized learning experiences, we create more on-ramps for learners and ensure that every student remains on a track to growth.

Summative assessments have a place in classrooms, Nina says, as long as they are actually used as a tool for learning, celebrate growth, and close the door for further learning as seldom as possible. Summative assessments should look like rich performance tasks that demonstrate the complete learning standards that the learner is aiming for. When using summative assessments, it’s critical to carefully consider the best type of summative assessment to be used and ensure that the learning standards can be fully demonstrated.

Why Should We Assess Students At All?

So why assess? Katie White says that assessment is something that we are always doing, and it’s an essential process to support the human. Achievement in school is not about doing work to accumulate points and letter grades. Instead, school should be a place of learning and becoming. “I want my students to know that they can make mistakes, that they can try again to correct their mistakes and improve,” Nina says.

Questions to Ask Ourselves Around Assessment

  • Are we here to ensure that students are taught or that students learn?
  • Are we here to measure only past learning or support future learning?
  • Is our work about building walls and documenting who climbs over them, or making sure our learners have the tools and supports to push through the barriers that are in front of them?

When we identify and address barriers to learning through greater access, equity, and inclusion, our learners will be more successful.

How to Best Serve Pre-Service Teachers 

When it comes to pre-service teachers today, Nina points out that their needs haven’t changed too much over the last twenty years. They still need the safety and support to try new ideas, encouragement to take risks, and the freedom to think outside the box. They also need quality mentors and supportive partnerships in the field, because sometimes what they see and experience in classrooms does not align with the principles they are learning in their classrooms.

On that note, education programs must work hard to intentionally connect course work to field work, theory to practice. Pre-service teachers and inexperienced teachers are having to adjust to a rapidly changing landscape and movements, so we must give them the confidence to remain lifelong learners – professional learners – that aim not to have it all figured out at once but instead adopt a posture of continuous learning and growth throughout our careers.

Addressing Gaps in Equity and Inclusion in Our Schools

When it comes to equity, Nina says, she starts by looking at access. Does every student have equal opportunity and access to the learning experiences? It’s an obvious step, but school faculties and leaders must do a better job of representing the voices and cultures in their school populations, says Nina.

What’s Setting Nina on 🔥 in Education Today

Nina has become obsessed with collaborative inquiry and the Spiral of Inquiry, created by Linda Kaser and Judy Halbert. The spiral gives voice, choice, and agency to educators and the means to go on learning journeys as whole communities.

Nina gets ignited by other education soulmates, including academics like Jenn Skelding, Christine Younghusband, and Gillian Judson, co-author of Imagination and the Engaged Learner: Cognitive Tools for the Classroom. These three and others constantly recharge her passion for education and the changing paradigms in assessment.

One thing Nina has definitely missed since leaving the classroom are the voices of parents, and she wants to find ways to include their voices in more education conversations.

Nina’s Professional Goals

On the horizon, Nina is also passionate about taking on another new step of learning by way of academic research. In particular, she wants to learn more about teacher education program development and assessment for learning, including its integration at the secondary and post-secondary levels.

The two words that summarize Nina’s goals for this year are bravery and courage. Nina has felt challenged in this last year to really lean into transparency about her professional learning journey. On top of starting new research, she’s also committing to sharing her learning on her blog and modeling vulnerability for her students. She’s been asking her students to blog about their learning, and after reading hundreds of their entries, she recognized that it was time for her to walk the walk and start sharing her own journey as well. Creating and designing her blog and formulating her first posts has already given her more empathy for her students and understanding of the learning challenges they face.

Personal Passions That Keep Her Inner Fire Burning 

Nina’s chief passion and source of rejuvenation away from the university is her family. She’s a wife and mom to two kids, and spending time with them is her greatest joy. Calling her kids her greatest teachers, she says they help her come alive and continually remind her of what it means to be human.

She’s also enjoying the insights shared by authors like Ken Shigematsu, Henri Nouwen, and Jean Vanier regarding the nature of life and humanity, and she embraced opportunities this summer to unplug from the digital and become fully immersed in nature.

A Productivity Hack

Nina uses the Wunderlist app to track to-do items for her courses or profound questions asked by her kids. It helps keep her stay organized and on track.

Voices & Resources That Inspire Nina’s Thinking

Over on Twitter, Nina recommends following @KatieWhite426, author of Softening the Edges. Katie is active on Twitter and hosts the #AtAssessment chat which takes place every other Tuesday night.

An edtech tool that facilitates voice, engagement, and learning in her university classes is Socrative. Follow Socrative on Twitter @Socrative. 

The Way of the TeacherNina’s book recommendation is The Way of the Teacher: A Path for Personal Growth and Professional Fulfillment by Dr. Sandra Finney and Jane Thurgood Sagal. This book works on several levels, Nina says. It offers practical suggestions for our professional work but also offers guidance about how to work in human and sustainable ways that rekindle our love and joy for teaching.

One podcast that Nina enjoys is called On Being with Krista Tippett. What does it mean to be human? How do we want to live? Who will we be to each other? These are the questions that guide their conversations.

Two shows that Nina has been watching on Netflix are The Crown and Queer Eye. More than just a fashion show, Nina appreciates how the hosts of Queer Eye go beyond fashion to meet people wherever they are in their lives.

We sign off on this conversation, and Nina offers the best ways to connect with her online. See below for details!

Connect with Nina:

Sponsoring This Episode: Classtime

This episode is brought to you by Classtime.com, an assessment platform that delivers learning insights, giving you more time to teach.

Classtime.com helps you gain immediate visibility of your students’ learning progress, build engaging lessons, share with other teachers, and create your own tech-enabled questions to complement your lesson plans. Classtime.com also helps you engage all students with collaborative challenges & puzzles that make fun an integral part of the learning experience.

See what Classtime can do for your learners, and start your free trial at Classtime.com today!

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