Blended e Assessment

474 Aufrufe

Veröffentlicht am

Veröffentlicht in: Bildung
0 Kommentare
0 Gefällt mir
  • Als Erste(r) kommentieren

  • Gehören Sie zu den Ersten, denen das gefällt!

Keine Downloads
Aufrufe insgesamt
Auf SlideShare
Aus Einbettungen
Anzahl an Einbettungen
Gefällt mir
Einbettungen 0
Keine Einbettungen

Keine Notizen für die Folie
  • I’m going to share with you ways in which we can fuse eTools into our Formative Assessment practices, so we have evidence of student progress and achievement to assist us in making an OTJ.
  • Mums agitator washing machine. Saturday morning was spent helping Mum put the washing through. There was a set process that we followed, and god help anyone who decided to get creative with that. It did the job; but not quite so well on the smelly shearing clothes; which had to be put through twice. Mum thought it was the bees knees for many years… until it started playing up. The water wouldn’t pump out from the tub and we would have to bucket it out. The wringer kept on getting stuck. It drew the morning out to a morning and half the afternoon, the clothes weren’t getting the proper wash they needed (yuck!), and What had served us well for so long was finally coming to the end of its days, and we knew we needed a change. So Mum and dad went to town in the trusty Landrover one day, and drove back up the driveway with this on the back…
  • A brand spanking new Fisher and Paykle top loading automatic washing machine! It had buttons and knobs that worked. We could load the clothes in and just leave it, and go and do other jobs; saving us time. We could even change the wash cycle to heavy for those smelly shearing clothes; so we got a better wash. It used less water, so we could have a hot shower at the end of the day. After mourning the loss of our old agitator, we began to realise that this indeed was the REAL BEEs KNEEs. And so, it was in fact what I like to call: Same, same but different. We were doing the same job, with the same sorts of clothes; but with a different machine and approach that gave us better outcomes all round. And so it is with assessment. We have the same sort of kids, same sorts of approaches; but with the advent of the NZC Standards and amazing technologies; things are slightly different; and with that comes the call for a different way of thinking.
  • So lets explore how we can integrate the use of technologies to capture evidence of student progress and achievement as a part of our formative assessment classroom practices
  • More suited for older students. Not going to venture into this too much… you can explore at own leisure
  • Maybe not do this???? They need to sign in
  • Use this for speeches.Get them to do a running record of text.
  • One pad per term for each student for daily writing; shows their progress.
  • Start at 7 seconds.
  • Need google QR maker site here
  • And just to add to the agitator story from the beginning of this presentation, Now that we had the BEES KNEES… I was still waiting for the NEXT best thing that would make my life easier… an electric potato peeler!!!
  • Blended e Assessment

    1. 1. Blended e-Assessment: Capturing student learning
    2. 2. Same, Same; but Different
    3. 3. What this is. What this isn’t.A different way of thinking, Same, same; and not differentawareness and approach. thinking; status quo.Is a practical way of using the Throwing the baby out with thebest of what we currently do bathwater.and tweaking it a little with theaide of technology. Loading more on top of ourWorking smarter; not harder already busy workloads.
    4. 4. So…Do we want fear to stop us from moving forward?Or do we want to get stuck-in and have a go?Do we want to have information/data everywherethat we can’t keep track of?Or do we want to have a way of keeping it alltogether, so we can access it easily?Do we want to feel as though we aren’t quiteachieving what we want to?Or do we want to make a positive difference toour learners as well as the way we teach andassess?
    5. 5. Intentions of this workshopWe are charged with making OTJs in Numeracy and Literacy.• This workshop will showcase and assist us to further explore how we might optimize and integrate the use of technologies to capture evidence of student progress and achievement as a part of our formative assessment classroom practices.• It will also explore how technologies can be utilized within the assessment moderation process.• It will also explore how we might do so in a manner that actively involves both the student and their whanau.• Explore means of managing/storing ‘evidence’ for making an OTJ.
    6. 6. Procedure for this learning• Information on Formative Assessment• Information on OTJ Requirements• Teaching, then “playtime” with different eTools to assist us in capturing student learning in relation to the NZC Standards• Demonstration on ways of engaging whanau in the process.• Example of means of collating and storing assessment data.• Question time.
    7. 7. “Assessment is for thepurpose of improving student learning” NZC
    8. 8. Characteristics of Effective AssessmentBenefits studentsInvolves studentsSupports teaching and learning goals Is planned and communicated Is suited to the purpose Is valid and fair
    9. 9. What is Formative Assessment?
    10. 10. Knowledge of the Learner Learning ConversationsObservations Assessments OTJ
    11. 11. Making An Overall Teacher Judgment (OTJ)Making an OTJ involves drawing on andapplying the evidence gathered to aparticular point in time in order tomake an overall teacher judgementabout a student’s progress andachievement in relation to the NZCurriculum Standards.
    12. 12. Healthy OTJ Pyramid Tests/assessments Use sometimes Observations Use Often Use Most Learning Conversations
    13. 13. An OTJ also needs to made based on:What the student can do independently, most of the time.Cross text-type/strand evidenceMultiple sources of triangulated evidence.Cross curricular evidence.
    14. 14. It is not now adequate to keep all this information in our head; we need to have justifiable ‘evidence’.
    15. 15. But hang on a minute…
    16. 16. How are we going to manage all this?
    17. 17. Do we want to end up like this atthe end of each day??
    18. 18. We need to find a way of working smarter; not harder. Scrooge McDuck
    19. 19. FormativeAssessment Practices
    20. 20. Tools we will look at…
    21. 21. Wallwisher: An online noticeboard where people canshare information and ideas with others. Images, videosor audio links can be added to the wall.
    22. 22. What ICTs or eLearning tools areyou currently using within yourFormative Assessment Practices,and how are you using them?Eg: voice recordings using phone, StudyLadderAdd your contribution to the wallwisher
    23. 23. Take 3 mins to look through these examples andconsider how you could use Wallwisher to collateevidence of student learning and achievement. Shareyour ideas with the person next to you.A wiki showing different uses of Wallwisher inEducation32 interesting ways to use Wallwisher in theclassroomClick here to have a go at making your ownwallwisher.Add a comment with either audio, an image orvideo.
    24. 24. Twitter – micro bloggingTwitter is a free social networking and micro-blogging tool.Tweets can be sent (up to 140 characters + video or photolinks) via phone, instant messaging, or from a computerusing a third party application such as Tweetdeck orHootsuite.It has been used in High School contexts for students totext-in summarising notes around lessons or readings.Tweets can also be in the form of a question that studentsanswer. Alternatively students pose the questions based ontheir learning needs.Tweets can also be embedded into a class blog.Information on getting started with Twitter100 ways to use Twitter in Education
    25. 25. VoicethreadA collaborative,multimedia slideshow thatholds documents, media and videos.It allows people to navigate slides and leavecomments in 5 ways: voice (mic or phone),text, audiofile or video (via webcam).A voicethread can be shared with others forcollaboration.
    26. 26. Voicethread used FormativelyLets have a look at an exampleUse your handout to place where you think each example wouldsit in relation to the NZC Standards
    27. 27. How might each of the Voicethread mathsexamples link with the NZC Maths Standards?After 3 years End Year 4 End Year 5 End Year 6Apply basic Apply basic Apply additive Additive andaddition facts and addition and and simple simpleknowledge of subtraction facts, multiplicative multiplicativeplace value and simple strategies and strategies flexiblysymmetry to: multiplication knowledge of to:Continue or facts, and symmetry to: Combine orpartition whole knowledge of Combine or partition wholenumbers place value and partition whole numberFind fractions of symmetry to: numbers , includingsets, shapes and Combine or Find fractions of performing mixedquantities partition whole sets, shapes and operations and numbers quantities using addition and Find fractions of subtraction as sets, shapes and inverse operations quantities. find fractions of sets, shapes, and quantities
    28. 28. Have a go with adding acomment to this Voicethread… (You will need to sign in) Next: Have a go at making avoicethread of your own and inviting someone from our workshop to comment in it. (You will need to sign in)
    29. 29. Voicethread - take 3 mins to look through some ofthese examples.• Suzie Vesper’s wiki on using VoiceThread• Wiki on Voicethread in Education•• 26 ways to use Voicethread• Explanations:••• EXAMPLES:• Using voicethread for ESOL Learners• 5 STEP WRITING PROCESS: STUDENT EXAMPLE OF HOW THEY HAVE USED IT USING VT:
    30. 30. A couple of tools for self andpeer feedback, or recordinglearning conversations.• Vocaroo• Jing• Wordle/Taxedo
    31. 31. VocarooA fabulously easy tool to use to record learning conversations,moderate running records, etc. Recordings can be easilydownloaded to MP3 without hassles. Have a little play with using it.
    32. 32. Lets have a play with usingvocaroo for running record moderation purposes. (see handout)
    33. 33. Jing can be used to:• record feedback on student learning for students to access later,• take a screenshot to share,• Record tutorials (similar to Khan Academy approach)• record learning conversations/conferencing,• Hyperlink or embed into other platforms eg: eportfolios.Nikole – maths example
    34. 34. / are sitesthat create a “word clouds” of any pasted text,with the highest frequency word appearing thelargest.
    35. 35. Play timeClick here to have a play in wordle… or herefor tagxedoTask:Copy each piece of student writing andplace it into the wordle (one at at time).What next step feedback would you give tothe student? (see next slide for writing)
    36. 36. Place each story into a wordle. What next steps wouldyou give the students?1:One morning I woke up and I was turned around in my bed. Then I fell off! I walkeddownstairs and I almost fell over my dog. Next I fell asleep in my weetbix and mybrother stole my toast!Then I had to walk to school because our car ran our of gas. I was late for schooland I got stuck outside in the rain! Guess what? I really didn’t like this day at all.2:You should never race a cheetah. Do you know why? Because you’ll always lose.That’s because cheetahs are very fast runners. They can run up to 75 miles perhour.The cheetah gets its food by running. But sometimes the lion takes over and grabsthe food. That’s mean!Cheetahs are carnivores. That means they eat meat. Their prey are gazelles androdents. The cheetah lives and finds food in Africa.The cheetah and lion eat each other. If the cheetah is weaker, the lion eats thecheetah, and it’s the same with the other.The cheetah has up to three to five babies. The cheetah has larger litters than othercats, but on average only two cubs live into adulthood. Cheetahs are amazing. Ihope you like cheetahs. I know I do!
    37. 37. Showing learning progressions inwriting.
    38. 38. Telescopic sentencesThis is a great tool that can be used within student writing tohelp them edit/extend their sentences. Information can then bekept using a hyperlink or “Jing” learning conversation to showlearning progression.Example with Ameila – via Jing here to have a go at creating one of your own
    39. 39. Etherpad (no log-ins required)This is an online collaborative writing tool thatallows for “chat”/”feedback”Let’s have a look at an example of it being used.You could also have one pad per student over aterm to show their writing progress.Let’s have a look at how we make an Etherpad
    40. 40. on View -> Toolbars -> Reviewing -> Track changes -> Accept changesCourtesy Jill Hammonds, CORE
    41. 41. Need to go to the “review” menu first. offCourtesy Jill Hammonds, CORE
    42. 42. Add/insert a comment in wordor google docs
    43. 43. BloggingCan be used like an online reflective journal
    44. 44. Choosing a Platform• Blogger is a free, online blogging tool that is particularly useful for inexperienced or first-time users because of its ease of use. You need to have a gmail account.• Edublogs is a free, online blogging service created specifically for educators with no advertising and a host of customisable features.• 21Classes is a free hosted service that allows teachers to easily set up and manage a multi-user blog environment for students.• Wordpress is a free, hosted blogging sevice offering advanced functions that are useful in a class or school environment.
    45. 45. And a couple of great sites to explore to see how Blogsare being used… take a few moments to explore theselinks.•• Voicethread in a blog:•• Using blogger in Formative assessments• Clare Amos’ english blog:• Teacher using blogs in maths to communicate with parents around the learning:• Connecting with parents to extend learning via blog:• Google blog: Google Blog:
    46. 46. Beeclip EDU• Free online scrapbooking tool that can collate student learning. It can also be embedded into an eportfolio platform.
    47. 47. Google sites • A platform that a lot of schools are now using as their ePortfolios.VLN discussions on use of Google SitesYou tube clip on creating a google site
    48. 48. RubiStarAn example of a rubric on reading andanalysing information
    49. 49. Survey Monkey(Free sign in)It can assist in check-pointing where student arewith their learning, or to gauge their attitude(similar to eAsstle attitudinal surveys).NOTE: Google docs also has this facility
    50. 50. Cellphone, ipads or videocamerasThese are fabulous tools because they allowfor instant and unobtrusive data gathering.This is one teachers reflection about howshe began using her cellphone to recordstudent learning in maths
    51. 51. An example of tools in action; linked withNZC Reading Standards
    52. 52. ebooks and book reviewsOxford Owl
    53. 53. Book reviews «
    54. 54. Compare/contrast Evaluate SOLO TAXONOMY Explain causes Theorise (after Biggs and Collis 1982) Sequence Generalise Classify Predict Analyse Create Define Part/whole Imagine Describe Define Relate Hypothesise List Identify Analogy Reflect Do algorithm Do simple Apply Combine procedure Formulate questionsPrestructural Unistructural Multistructural Relational Extended abstract
    55. 55. Review Questions• What was the title of your text, the author and the illustrator?• What type of text is it?• Describe the main events/pieces of information in the text.• How does this text compare to others you have read that are similar?• Who might be interested in reading this text (audience) and Why?
    56. 56. Links with standards…After three years at school:Integrate and confidently use comprehension strategies,including :• Making connections between ideas in the text and their prior knowledge in order to make simple inferences• Identifying and keeping track of ideas and information across longer sections of text• Evaluating information and ideas within a text in terms of their purpose for reading• Identifying a writer’s purpose for writing and explaining how they identified it.
    57. 57. Linking with QR - Codes Placing QR codes onto Library books Great also for Wide Reading - Secondary
    58. 58. Engaging Whanau/Family“(We need to be…) Working with parents and caregivers as key partners who have unique knowledge of their children and countless opportunities to advance their children’s learning.” NZC
    59. 59. Parents and the widercommunity will also need to get better at understanding assessment information and interpreting it in ways that support learning. DANZ
    60. 60. Culturally responsive assessmentpractices It builds bridges of meaningfulness between home and school experiences as well as between academic abstractions and lived sociocultural realities (Gay, 2000)
    61. 61. How could you further engage whanau/family in gatheringinformation about their child’s learning ?
    62. 62. And you may be thinking…This is all well and good, but howare we going to store/manageall this ‘evidence’?
    63. 63. OTJ Tracking Sheets – trial phase at momentWriting OTJ Tracking SheetReading OTJ Tracking SheetMaths OTJ Tracking Sheet
    64. 64. What do we need to consider when seeking eTools that will support Assessment for Learning practices?• Students actively involved and their learning at the heart of the process• Dialogue evident• Formative practices... Not ongoing summative practices.• Addresses characteristics of effective assessment.• Choose the right tool for the job.
    65. 65. Wanted!An electric potato peeler!