Technology Reflection ProjectWe will practice with A LOT of technology this semester. A college semester, though, is such a short and frantic amount of time. Most of the resources students see will be forgotten long before they start to interview for a job. This project was created hoping to help students to remember (and to produce a "forever" tool that they can use during interviews) sharing all the tech skills they've practiced over the semester.
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Assessment Technology ProjectOur first assignment is to create, and to differentiate an assignment using at least two software tools, for at least three sub-groups of students. I cannot reiterate enough: this assignment is to use traditional and technology tools to differentiate ONE assessment in THREE ways, not to create three assessments.
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This week, you'll start your Technology Reflection project by sharing your experience with Flipgrid. Your Technology Reflection project goes all semester long, and it was designed to:
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In this overview of digital assessments, we'll look at the two main types of digital assessments, and break down the classroom applications of each. One is not better than the other, as with all things, the trick is finding the appropriate tool for the application.
We'll use the second Slides linked to the right to assess whether students learned about digital assessments from the first Slides linked to the right... It will also offer a model of how to utilize Peardeck software for formative CFU in real time in a classroom. We'll also delve into how digital assessments are uniquely qualified to offer differentiated services to students without bias, and without anyone knowing. |
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In order to create effective, technology-based literacy assessments, it's also important to understand what literacy means, so we'll take some time looking at the components of literacy that you could assess. Literacy applies to all subject areas, all grade levels, all topics, and everything. We take for granted that we're a literate society in which everyone can read.
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Students take for granted that multiple-choice assessments have four answer options every time. They never realize that teachers need to write those answers. We love to criticize that two answers both seemed right, without realizing that a teacher wrote those two options intentionally to figure out which students were achieving above grade level, and which students were performing at grade level. Writing multiple choice questions and answers is an art and a science. My wife, an amazing and experienced teacher, still makes me write her multiple choice answer options because it's part of my "dorky super powers."
Last, but not least, we'll review the CCLS, and the Next Gen Standards, and how to utilize them in your digital assessments. |
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For all our primary software besides Weebly, we start out with a low-stakes version of the real deal. For this assignment, we'll start out with a basic Form about anything in the world that's interesting to you. We'll insert one of every question, and one of every structure. Advanced Forms tools are available here if you're yearning for that "A."
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We'll continue working towards our Technology Reflection project for homework this week. We've done an in-depth study of Forms during class, because it's the best software for covertly differentiating assessment for your students. You'll create two new slides on your Slides presentation about two additional software: Plickers and Kahoot! You'll need to devote a little time to practicing with each software to create informed Slides about them,
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We'll take an in-depth look at how Forms (our primary web tool for this unit) can work to differentiate material for different students. Using digital assessment tools is all about finding that middle ground between the software's strengths and abilities, and your students' strengths and abilities. It's a delicate dance that some teachers master, and other teachers ignore entirely, content to claim that "these students" are worse than "other students."
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Our "writer's workshops" live in quotations because in large part, you'll only sometimes write. You might be web designing, PowerPointing, Sliding, or Forming. Regardless of the ridiculous, fake verbs, the goal is the same: to offer you structured class time with the support of your peers and instructor to finish your projects.
This time is not optional. It is provided for technology and literacy coaching, questions specific to your exact technology project, and wording specific to your exact commentary. Do not leave class early because you're "pretty sure you get it," only to email me at 11:49 with questions about your project. |
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