background preloader

How To Design A 21st Century Assessment -

How To Design A 21st Century Assessment -
View Original Photo This is my 200th Blog Post on ASCD EDge. I wanted it to be memorable and exciting and EDgy and relevant to what’s going on in classrooms right now. While I’ve used the term Digigogy in blog posts before, and written about in books, I don’t think I’ve ever defined it in a blog post. Now there are close to 10,000 results with entries from all over the world. Since its inception, the term has expanded in meaning to be more inclusive and enveloping of every effort made to bring the classroom into a contemporary zone. I pay careful attention to the Blogosphere and the Twitterverse. I also still see some room for improvement. I’ve been seeing a lot of blog posts lately that advocate for technology events. I get it, though. I would like to simplify the digigogy. Consideration 1: Stop planning for Technology. Contemporary classrooms should be immersive environments where resources are readily available and task-dependent. Consideration 2: Consideration 3: Consideration 4: Related:  Bedömning

A Guide To Questioning In The Classroom A Guide to Questioning in the Classroom by TeachThought Staff This post was promoted by Noet Scholarly Tools who are offering TeachThought readers 20% off their entire order at Noet.com with coupon code TEACHTHOUGHT (enter the coupon code after you’ve signed in)! Get started with their Harvard Fiction Classics or introductory packages on Greek and Latin classics. Noet asked us to write about inquiry because they believe it’s important, and relates to their free research app for the classics. This is part 1 of a 2-part series on questioning in the classroom. Something we’ve become known for is our focus on thought, inquiry, and understanding, and questions are a big part of that. If the ultimate goal of education is for students to be able to effectively answer questions, then focusing on content and response strategies makes sense. Why Questions Are More Important Than Answers The ability to ask the right question at the right time is a powerful indicator of authentic understanding.

Bedömning engelska Du blir bedömd enligt fem aspekter inom tala och skriva. Här hittar du den matris som jag använder vid bedömningen samt lite checklistor så du kan bearbeta och förbättra din text. Den är gjord för mig som pedagog så jag måste visa hur du ska göra. Ett sätt att visa är att jag till varje aspekt visar hur du gör. Jag har länkat (och kommer fortsätta länka) till exempel på vad som menas och sedan tränar vi i klassrummet i skrivuppgifter som ni skriver på egenhand och tillsammans genom att du får respons av mig och dina kamrater som du sedan använder för att förbättra dina texter. Vi arbetar med några aspekter i taget och du kommer få exempel så du utvecklar vad och hur du ska skriva/tala bättre. Omfång och bredd Här blir du bedömd för saker som hur du: använder synonymer och fasta uttryckförklarar och beskriver med adjektiv, verbutvecklar ditt resonemang med exempel och jämförelser. Precision Textbindning Flöde Anpassar text efter läsare Strategier Bearbetning

Connectivism for the ELT Classroom This text has been adapted from the chapter on conceptual models in my ebook – Digital Tools for Teachers – Trainers’ Edtition. It’s one of a number of models presented in the chapter that can be used to underpin a sound application of technology within education. Connectivism is a theory of technology integration that has originated and is unique to the digital world. Connectivism originated as an attempt by Steven Downes and George Siemens to understand and define the ways in which learning naturally occurs in the digitally connected and socially networked world. The theory has huge implications for the development of autonomous learning as well as online learning and has been used and misused to support the construction and implementation of a generation of MOOCs (Massive Open Online Courses) and MOOC platforms. Connectivist learning is based on the following set of principles: Training Presentation Use this link to view the training presentation: Connectivism

50 Resources For Teaching With Bloom's Taxonomy - Simple suggestions for applying the taxonomy to kindergarten-level children. Lesson Planet: This source gives the goods on creating complete lesson plans using Bloom’s Taxonomy. Prezi: Enjoy this stylish Prezi presentation on Bloom’s Taxonomy. Iowa State U.: This is a wonderful tool to build learning objectives based on Bloom’s Taxonomy. The Differentiator: Teachers and students can work together using this source to design creative activities; provides resources, content and the verbs. Slideshare: Based on Bloom’s Taxonomy, this presentation shows how to apply the principles for high-order technology skills. The Literary Link: This is a list of book review questions to use in the classroom. Vague Verbs: A quick list of verbs to stay away from when using Bloom’s Taxonomy. Educators Technology: Unique approach to using Bloom’s Taxonomy to Twitter. Bloom’s Taxonomy: This is an official iTunes app on Bloom’s Taxonomy. PLP Network: Poses the view of focusing more on creating using Bloom’s Taxonomy.

Ditching Traditional Grades & My Online Grade Book Last year, I began experimenting with standards-based grading and wrote a blog titled “Grading for Mastery and Redesigning My Gradebook.” My goal was to shift the conversation away from the accumulation of points and, instead, focus on the development of skills. Although I appreciated the immediate change that took place when I began grading based on my students’ ability to master specific skills, I knew I wanted to go even further this year as I began N.E.W. School. This summer I read Starr Stackstein’s book Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School. I found the sections titled “Track Progress Transparently,” “Teach Students to Self-Grade,” and “Cloud-based Archives” particularly helpful in planning for this year. We shared this “Ongoing Assessment” document with each student via Google Classroom. The “Ongoing Assessment” document was designed to encourage students to take ownership of both their work and the evaluation of that work.

4 Strategies For Teaching With Bloom's Taxonomy 4 Strategies For Teaching With Bloom’s Taxonomy by TeachThought Staff Bloom’s Taxonomy can be a powerful tool to transform teaching and learning. By design, it focuses attention away from content and instruction, and instead emphasizes the “cognitive events” in the mind of a child. And this is no small change. For decades, education reform has been focused on curriculum, assessment, instruction, and more recently standards, and data, with these efforts only bleeding over into how students think briefly, and by chance. This stands in contrast to the characteristics of the early 21st century, which include persistent connectivity, dynamic media forms, information-rich (digital and non-digital) environments, and an emphasis on visibility for pretty much everything. Using Bloom’s Taxonomy In The 21st Century: 4 Strategies For Teaching 1. There is nothing wrong with lower levels of Bloom’s taxonomy. 2. 3. 4. Conclusion Thinking isn’t any different in 2014 than it was in 1214.

Och så var det det här med kamratbedömningen Någon gång måste vara den första och idag blev det så. Eleverna skulle efter en bedömingsmatris, som jag har knåpat ihop men lite inspiration från nätet, bedöma varandra när de presenterade grundläggande stavningsregler, skiljetecken och språkriktighet. Så här i efterhand var det mer fokus på själva görandet i den muntliga presentationen och mindre på innehållet men jag tycker eleverna fixade det lysande. De arbetar i hem- och expertgrupper efter Pauline Gibons bok Stärk språket stärk lärandet. och det är alltid lika spännande att läsa vad eleverna tycker om den undervisning de är en del av: Jag tyckte det var jättekul istället för att man ska läsa inför hela klassen Det var bra att använda kamratbedömning för det fungerade bra.Jag tyckte det var bra och kul för då var man inte lika nervös när det inte var så många.Det var bra att arbeta med hemgruppen för att alla var snälla. En mycket lärorik dag för mig och ett steg i rätt riktning mot kamratbedömning.

60 Things Students Can Create To Demonstrate What They Know 60 Things Students Can Create To Demonstrate What They Know by Ryan Schaaf, Notre Dame of Maryland University When I was a high school student, I had the privilege of having a wonderful English teacher. She was kind, often helped her students, and created a wonderful classroom environment that was rare in my high school experience. As I now reflect upon her and my learning experiences fondly, I had only one criticism – I did the same type of work day in and day out. Nowadays, many educators use the same methods over and over again in their lessons for students to express themselves and demonstrate their new knowledge. Below is a diverse list adapted from resources found at fortheteachers.org of potential student products or activities learners can use to demonstrate their mastery of lesson content. 60 Things Students Can Create To Demonstrate What They Know 60 Things Students Can Create To Demonstrate Understanding

Kamratrespons Att få respons från andra är en ovärderlig hjälp när eleverna arbetar med såväl en text, en produktion eller praktisk arbetsuppgift. Att ge respons på andras texter och produktioner gör också eleverna till en mer medvetna granskare, eftersom de läser in sina egna erfarenheter och intentioner i det arbete de ska respons på. Respons kan öppna deras ögon för det de inte ser, både starka och svaga sidor. Det kan också bidra till ansvarstagande, självvärdering och öka förmågan att reflektera över det egna lärandet, det så kallade metakognitiva lärandet. Vid förberedd respons, som oftast är av högre kvalitet än vid muntlig, föreslås följande tillvägagångssätt av Dysthe m.fl. (2011): Koncentrera dig först på att fånga textens/produktionens fokus eller syfte.Markerar det som du tycker är bra. Diskussionsfrågor:Under vilka läraktiviteter i ditt yrkesämne kan du använda kamratrespons? På vilka sätt anser du att elever kan lära av varandra? Litteratur:Dysthe, Hertzberg & Løkensgard Hoel (2011).

How To Make Learning Visible: A Spectrum How To Make Learning Visible: A Spectrum by Terry Heick What students say and do and create are products of thought processes that, more or less, are predictable–and of significant potential if we can make those processes visible. The idea of making learning visible isn’t new. Playing an automotive racing video game recently, I unlocked a badge for accruing a certain number of miles on a specific track. On modern video game platforms like The Xbox One, PlayStation 4, and Steam, no one really cares about these collections because everyone has them. In a learning ecology–as we use them now–digital badges usually cause little excitement and mean nothing. “A digital trophy system–if well-designed–offers the ability to make transparent not just success and failure, accolades and demerits, but every single step in the learning process that the gamification designer chooses to highlight. Transfer “From the standpoint of the child (Ed note: this is the only standpoint that matters, right?)

Bedömning av lärande – för lärande – mot lärande! Så var då dagen här. Den dagen då årets formativa undervisning och formativa bedömning skulle summeras i ett betyg. En bokstav som ska motsvara elevens kunskapsnivå. Tre saker kan jag konstatera efter att upploppet är avklarat: 1. 2. 3. Varje lektion har använts till att eleven har arbetat med förmågorna. Att sätta ett ”rättvist” betyg baserat på elevens måluppfyllelse utifrån kunskapskraven i respektive ämne har aldrig känts så enkelt som idag. Nu sätter vi nya mål.Vi blickar framåt mot ett nytt läsår. Dagens betygsättning är inte bara en avslutning av läsåret 2013-2014 utan även en bra start och riktmärke för läsåret 2014/2015. En bra grund till reflektion och utvärdering. Välkommen i mål!

Related: