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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.
After reading the Slides (or just watching the video and listening, you'll respond to the questions found in the Padlet linked to the right. 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.
After you've watched the video and learned about the five components of literacy you can possibly assess during this project, answer the Google Question you find on our Google Classroom and share which components of literacy you plan to assess for your project and why. |
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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. You'll create a new section on your Slides presentation about two additional software: Plickers. While I shared a video tutorial, a you'll need to devote a little time to practicing with the software to create an informed section about it.
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Watch the video tutorial above to learn about Plickers.
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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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Today we'll learn how, and why commentaries are part of our course work. As a teacher, you will be questioned about the choices you make, and you want to be well practiced in supporting the decisions you make with as much evidence and educational fortitude as it's possible to muster. Today, we'll use Plickers to evaluate commentary examples.
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Before each writers workshop, we use an activity that has been wildly successful with students of all ages that I've taught. Essentially, you'll look at quotes and images from former students work and evaluate them using our actual project rubric.
What this activity forces students to do is to familiarize themselves with the quality required of the different score points of our rubric, which in turn makes them more aware of what their project will score, and less likely to ask themselves "am I doing this completely wrong," during those last few minutes before the due date. |
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Most of our class today will be devoted to a "writer's workshop." "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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