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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:  assessmentOpen EvaluationAssessment

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?

Understanding Rubrics by Heidi Goodrich Andrade Understanding Rubrics by Heidi Goodrich Andrade Authentic assessments tend to use rubrics to describe student achievement. At last, here’s clarity on the term. Every time I introduce rubrics to a group of teachers the reaction is the same — instant appeal (“Yes, this is what I need!”) followed closely by panic (“Good grief, how can I be expected to develop a rubric for everything?”). What Is a Rubric? A rubric is a scoring tool that lists the criteria for a piece of work, or “what counts” (for example, purpose, organization, details, voice, and mechanics are often what count in a piece of writing); it also articulates gradations of quality for each criterion, from excellent to poor. The four columns to the right of the criteria describe varying degrees of quality, from excellent to poor. Why Use Rubrics? Rubrics appeal to teachers and students for many reasons. Third, rubrics reduce the amount of time teachers spend evaluating student work. Finally, rubrics are easy to use and to explain.

How Competency-Based Learning Actually Works A report from The National Center for Education Statistics found that 38% of those enrolled in higher education are over the age of 25 and one-fourth are over the age of 30. The share of all students who are over age 25 is projected to increase another twenty-three percent by 20191. These findings demonstrate a significant shift in the traditional higher education student. While many developments, such as MOOCs, Open Educational Resources, flipped classroom models and accelerated three-year degree programs have entered the landscape, another great option for variety in learning is Competency-Based Learning (CBL). CBL is designed to provide students with a personalized online education that they can complete at their own pace and that takes advantage of competence learned through experience. As defined by the U.S. History Adoption Delaware County Community College (Pennsylvania) incorporates competency frameworks within traditional course-based programs. Benefits Altering Higher Education

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:

De eduteka: What is Authentic Assessment? What is Authentic Assessment? Definitions What Does Authentic Assessment Look Like? How is Authentic Assessment Similar to/Different from Traditional Assessment? Alternative Names for Authentic Assessment A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills -- Jon Mueller "...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant Wiggins -- (Wiggins, 1993, p. 229). An authentic assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated. Examples from teachers in my Authentic Assessment course 1. In the TA model, the curriculum drives assessment. 1.

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 john.hildebrand@newsday.com 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.

Matriz de Valoración (Rúbricas - Rubrics en inglés) ¿QUÉ SON LAS RÚBRICAS? Una Matriz de Valoración (Rúbrica – Rubric, en inglés [1]) es un instrumento que facilita la evaluación del desempeño de los estudiantes, especialmente, en temas complejos, imprecisos o subjetivos. Este instrumento podría describirse como una matriz de criterios específicos que permiten asignar u otorgar un valor (valorar), basándose en una escala de niveles de desempeño y un listado de aspectos que evidencian el aprendizaje, los conocimientos y/o las competencias alcanzadas por el estudiante en un tema particular. Le invitamos a conocer el esquema básico de una Rubrica y algunos ejemplos de Rúbricas. Esquema de una Rúbrica De acuerdo con la definición antes expuesta, una Matriz de Valoración o Rúbrica sirve para establecer o consultar cómo va el proceso de aprendizaje del estudiante. Promueve expectativas sanas, pues clarifica cuáles son los desempeños que los estudiantes deben alcanzar. Partes básicas de una Rúbrica Analítica Fase 1: Reflexionar. Rubistar

ClassBadges Now Offering Free Custom Gamification Badges We’ve been watching ClassBadges evolve over the past several months. Way back in October , we wrote about the site that lets you create badges for your students as you set out on your quest to gamify your classroom. Whatever your goal is (improve engagement, increase activity, incentivize learning, etc.) – ClassBadges looked like one of the best options. As of today, they now have custom gamification badges available. So if you’re halfway decent at graphic design, this is a great bit of news for you. In fact, the custom badges feature could be a fun way to get your students involved in actually deciding and creating the badges in the first place. See Also: The 50 Best Videos For Teachers Interested In Gamification It took me a couple weeks to finally get my invitation to ClassBadges so it may take you a similarly long time. After logging into ClassBadges (it may take awhile to get confirmation), create a course.

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?

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