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How To Use Formative Assessment With (And Without) Technology

How To Use Formative Assessment With (And Without) Technology
Sometimes, integrating technology into your daily workflow and lesson plans isn’t that hard. Some things seem to lend themselves to a seamless transition between not using technology and using technology. Traditional assessment using technology can fall into this category (though admittedly simpler for some subject material than for others). Formative assessment, on the other hand, tends to be a little more nebulous, and perhaps harder to nail it down with technology. Use tools like Google Forms, Polleverywhere, Socrative, Voice Thread, etc to have students connect with you and their classmates to demonstrate their understanding. Katie was a teacher, graduate student, and is now the lady who makes sure Edudemic is as useful as possible. Related:  assessment

Digital assignments: How shall we grade them? A couple of years ago, I took the decision to encourage students to submit their assignments in forms other than the traditional, paper based essay. It was about time. Should we persist in assessing students in modes of communication they may never use in the real world? Clearly, there are several questions to contemplate here. The first question is how do you grade these assignments, if they are not presented in traditional essay mode? The second question is how can you ensure that students put the equivalent cognitive effort into say, a video, as they would into a 4000 word assignment? Whatever you decide to do, it will be imperative that you ensure all assessment criteria are applied equally across all assignments, no matter what wrapper they are presented in. There are further, procedural and administrative issues that each institution will need to deal with. I'm certain this is not complete. Photo from Wikimedia Commons Digital assignments: How shall we grade them?

Dylan Wiliam Professional development Finally! The revised Embedding formative assessment pack for schools and colleges to run their own two-year professional development programme on formative assessment is now available worldwide. In Europe, this can be ordered through SSAT, in Australasia through Hawker-Brownlow, and in North America from Learning Sciences International. Further details of the pack are here. Also, a series of high-quality video presentations by Dylan Wiliam, with a total running time of over two and a half hours, is now available world-wide.

Projects at High Tech High Project Based Learning at HTH High Tech High: buy the book These projects are examples of the work that is done at all of the High Tech High Schools. It is our record of what we have done and how to get there. Contrary to what you may have heard on Oprah, not only do High Tech High students read books, but they actually produce books too. Humans have always had an innate desire to explore past the boundaries of Earth to the Moon and beyond. This senior math project was the third and final project for the "Computational Thinking" class. During this 2 week intersession course, students learned about the physics of surfboard design, and created handplanes in the woodshop, which we then used for bodysurfing. Second graders took on the role of scientists to investigate the role of bees in our ecosystem, and the various ways bees are being threatened. Everyone loves a good carnival! Students will discover how humans interact with nature in urban ecosystems. A community is a system.

Assessment in open spaces Photo: Tay Railway Bridge (Dundee) CC BY-NC-ND 2.0 Tim Haynes “We have to build our half of the bridge, no matter who or where we happen to be.” – Colm McCann Summary: Learning and pedagogical relationships are transformed when we engage with students in open online spaces or networked publics. These can become ‘third spaces’ of learning, beyond the binary of informal and formal learning. Once a closed classroom (physical or online) becomes open to the world, assessment options multiply, with many more opportunities for student choice, voice and creativity, and of course, feedback. [Slides] [Audio interview] xx This post summarises my talk at the eAssessment Scotland 2013 conference, “Assessment in Open Spaces”. The eAssessment Scotland conference is a completely free, 2-week event which is open, distributed and accessible. In this context, I examined three spaces in which networked educators meet networked students, and explored the affordances of these different spaces. Like this:

Going Paperless in Your Classroom and Saving to the Cloud with Dropbox Annotate Your PDFs with GoodNotes and Save Them to Dropbox As more and more classrooms, schools and districts are going with one-to-one device programs, I am often left shedding tears of sadness when I learn that the devices are used only to complement the learning that is already happening during a lesson. I am hearing about more and more educational technology leaders in secondary schools move towards one-to-one Chromebook programs rather than iPad programs, likely to avoid this very issue. At first glance, Chromebooks and other laptop options appear to provide more options for deeper integration during instructional time, while iPads seem to provide limited options for use throughout the entire school day. Make iPad Your #1 Learning Device in All Classes Why Does Using Technology Mean Typing on a Keyboard? Annotating PDF Files and Saving to the Cloud Opening a PDF File in GoodNotes Step 1 – Open the PDF File in Safari Open the link where your PDF file exists on the web. Annotate away!

8 Questions Answered By Popular Social Networks The number of popular social networks may seem overwhelming. We can share links, ideas, comments, jokes, pictures and everything else, and new social media options seem to pop-up everyday. This may discourage learners, teachers, instructional designers and eLearning professionals from using the fantastic benefits of a social presence on the internet. Social media may overlap – and they often do in some ways – but they are not equivalent. Each offers its own unique set of attributes. One way to stay oriented in this seemingly chaotic jungle is to keep in mind what is the underlying communicating need that drives the usage of these media. The video here focuses on 8 popular social networks and discusses the questions lying behind each of them, using the point of view of learning. Facebook: What are you studying right now? Founder of SlideTalk, a company focused on converting PowerPoint presentation into engaging talking videos.

Roger Tilles warns of 'dangerous' overemphasis on education testing Originally published: October 2, 2013 9:42 PM Updated: October 2, 2013 10:23 PM By JOHN HILDEBRAND State Regent Roger Tilles leads a public Q & A at the Port Washington Library. (Oct. 2, 2013) (Credit: Barry Sloan) One of the region's top education policymakers warned a Port Washington gathering Wednesday night that what he termed a "dangerous" overemphasis on testing threatened to undermine a statewide movement toward high-quality Common Core academic standards. The speaker, Roger Tilles of Great Neck, who represents Long Island on the state's Board of Regents, said he supported Common Core, like most educators, because "it makes kids think." Tilles said, however, that Core standards were becoming confused with new tests that were rushed into place in April, and were being used to rate students' achievement and teachers' job performance. "I really don't want to see the Common Core lost, and I hear that," Tilles said. State Education Commissioner John B.

Quick Formative Assessment of Student Writing Since reading Bill Ferriter's post on whether or not true formative assessment is possible, I've been wondering how I could make my own formative assessments more efficient. This post features a screencast of me looking at student work for the purposes of formative assessment. Formative assessment is continuous assessment. In the context of writing workshop, formative assessment occurs during mini-lessons when I ask students to do a small task and I circulate to watch what students are writing. One common misconception of formative assessment is that teachers need to collect and "grade" all work multiple times. Below are some tricks to make formative assessments go more quickly. 1. 2. 3. 4. 5. While I generally do it without paper, the process can be easily adapted to paper-based settings. It took me around 8 minutes to look at three student papers. "Brag" about the description I'm seeing in student work. What tricks do you have for efficient management of formative assessments?

A Review of “SymbalooEDU, the Personal Learning Environment Platform” | by Christopher Harwood Centre for English Language Communication National University of Singapore Introduction Created in 2010, SymbalooEDU is an educational version of the original Symbaloo application founded in Holland in March 2007. It is a software application that enables learners to organize, integrate and share online content in one setting or Personal Learning Environment (PLE). The platform also allows educators to create mixes of tailored resources and share these mixes with students. What are PLEs? Downes (2005) uses the term “e-learning 2.0″ to refer to the shift in web-based learning from read-only to read-write learning. How does SymbalooEDU work? The application has a grid layout, with color icons (called tiles) within each space. What makes SymbalooEDU different from other bookmark resources? Uniquely, SymbalooEDU allows users to add resources or links to projects quickly through its update function. Any Criticism? References Attwell, G. (2007). Downes, S. (2005).

Letters: Modern language exam grades translate into poor results It is well-known that the UK is losing out culturally and economically because of inadequate foreign-language skills among English native speakers. This problem has been significantly exacerbated by the fact that pupils choosing modern languages have not been rewarded adequately for excellent performance. Ofqual has acknowledged in its corporate plan 2013-16 that "relatively few A* grades are awarded in modern foreign languages when compared with other subjects with a high proportion of A grades". This finding confirms evidence by schoolteacher associations that has repeatedly been presented to Ofqual and the exam boards since introduction of the A* grade at A-level in June 2010. The disadvantaging of modern languages candidates in school examinations has been blighting the subject at all levels, and will continue to do so until the unfair grading is addressed effectively.

Blogging for Writing Instruction is Nothing short of Amazing! | Map without Borders Having read the dreaded “I am going to tell you about” 5-paragraph essay until my eyes glaze over and I fall into a comatose state, I have spent years scouring the earth for engaging approaches to writing. My quest has taken me to the promising lands of writing clubs, writer’s notebooks, and writer’s workshops, Four-square, and Six Traits, mystery bags, photo prompts, guided imagery, peer review, passed around team writing, speed writing, personal journals, and Morning Pages. Some were more engaging than others, but nothing too impressive…until….blogging. So, why is blogging so cool? Here we go! An authentic audience.Revising! And I saved the best for last. That miracle was worth the whole ride itself, but to see the overall transformation of a process that I used to dread and now look forward to with great anticipation….that is amazing. I use Like this: Like Loading...

Teens prefer texting over phone calls, e-mail Year after year, study after study , teens are proving to be texting at an increasing rate. In a new survey by the Pew Internet Research Center, U.S. teenagers are talking on landlines and cell phone less, using more smartphones, and are averaging 60 texts a day--up from 50 in 2009. "Teens are fervent communicators," senior research specialist at Pew Amanda Lenhart writes in the study. "Straddling childhood and adulthood, they communicate frequently with a variety of important people in their lives: friends and peers, parents, teachers, coaches, bosses, and a myriad of other adults and institutions." More than 800 adolescents between the ages of 12 and 19 were interviewed for this Pew survey. Among the major findings were that texting by older teens, boys, and African Americans are leading the increase, SMS messaging is the dominant daily mode of communication, and the typical American teenager is sending and receiving a greater number of texts than in 2009.

Graduate School of Education | Publications Literature review Oldfield, A, Broadfoot, P., Sutherland, R. & Timmis , S. (2012) Assessment in a digital age: a research review. Discussion papers Series authors Patricia Broadfoot, Sue Timmis, Sarah Payton, Alison Oldfield, Rosamund Sutherland Other publications Patricia Broadfoot, Alison Oldfield, Rosamund Sutherland and Sue Timmis (in press, 2013) Seeds of Change: the potential of the digital revolution to promote enabling assessment in Wyatt-Smith, C and Klenowski, V (eds) The enabling power of assessment. Conference contributions Broadfoot, P (2012) Can Digital Technologies Transform Educational Assessment? Timmis, S, Oldfield, A, Broadfoot, P & Sutherland, R. (2012) Where is the cutting edge of research in e-Assessment? Timmis, S & Draper, S (2012) Assessment Reform, Innovative Technology, Improving Formative Assessment and Feedback: Are They at Odds with Each Other?

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