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Assessment in Web 2.0
Environments
Tom Daccord
Tom Daccord
Where are we going?
What does teaching for understanding mean and look like in a tech-infused
environment? How do the principles of “backward design” help us teach for
understanding? What are teaching aims and learning goals?
Purposes of Assessment:
Purposes of Assessment:
assess student comprehension or mastery via performance of understanding
Purposes of Assessment:
assess student comprehension or mastery via performance of understanding
benchmark progress
Purposes of Assessment:
assess student comprehension or mastery via performance of understanding
benchmark progress
assess teacher efficacy
Purposes of Assessment:
assess student comprehension or mastery via performance of understanding
benchmark progress
assess teacher efficacy
hold teachers, students, administrators, others accountable
Purposes of Assessment:
assess student comprehension or mastery via performance of understanding
benchmark progress
assess teacher efficacy
hold teachers, students, administrators, others accountable
clarify expectations (for students, parents, teachers, colleagues…)
Purposes of Assessment:
assess student comprehension or mastery via performance of understanding
benchmark progress
assess teacher efficacy
hold teachers, students, administrators, others accountable
clarify expectations (for students, parents, teachers, colleagues…)
motivate students to work/study/stick to requirements
Purposes of Assessment:
assess student comprehension or mastery via performance of understanding
benchmark progress
assess teacher efficacy
hold teachers, students, administrators, others accountable
clarify expectations (for students, parents, teachers, colleagues…)
motivate students to work/study/stick to requirements
motivate teachers to work/study/stick to requirements
Purposes of Assessment:
assess student comprehension or mastery via performance of understanding
benchmark progress
assess teacher efficacy
hold teachers, students, administrators, others accountable
clarify expectations (for students, parents, teachers, colleagues…)
motivate students to work/study/stick to requirements
motivate teachers to work/study/stick to requirements
teach new material in context of assessing student mastery of other material/skills
Purposes of Assessment:
assess student comprehension or mastery via performance of understanding
benchmark progress
assess teacher efficacy
hold teachers, students, administrators, others accountable
clarify expectations (for students, parents, teachers, colleagues…)
motivate students to work/study/stick to requirements
motivate teachers to work/study/stick to requirements
teach new material in context of assessing student mastery of other material/skills
assign grades
Purposes of Assessment:
assess student comprehension or mastery via performance of understanding
benchmark progress
assess teacher efficacy
hold teachers, students, administrators, others accountable
clarify expectations (for students, parents, teachers, colleagues…)
motivate students to work/study/stick to requirements
motivate teachers to work/study/stick to requirements
teach new material in context of assessing student mastery of other material/skills
assign grades
sort students (or teachers)
Purposes of Assessment:
assess student comprehension or mastery via performance of understanding
benchmark progress
assess teacher efficacy
hold teachers, students, administrators, others accountable
clarify expectations (for students, parents, teachers, colleagues…)
motivate students to work/study/stick to requirements
motivate teachers to work/study/stick to requirements
teach new material in context of assessing student mastery of other material/skills
assign grades
sort students (or teachers)
compare students (or teachers) to an external norm or set of criteria
Purposes of Assessment:
assess student comprehension or mastery via performance of understanding
benchmark progress
assess teacher efficacy
hold teachers, students, administrators, others accountable
clarify expectations (for students, parents, teachers, colleagues…)
motivate students to work/study/stick to requirements
motivate teachers to work/study/stick to requirements
teach new material in context of assessing student mastery of other material/skills
assign grades
sort students (or teachers)
compare students (or teachers) to an external norm or set of criteria
conform with/adhere to external requirements (MCAS, etc.)
Purposes of Assessment:
assess student comprehension or mastery via performance of understanding
benchmark progress
assess teacher efficacy
hold teachers, students, administrators, others accountable
clarify expectations (for students, parents, teachers, colleagues…)
motivate students to work/study/stick to requirements
motivate teachers to work/study/stick to requirements
teach new material in context of assessing student mastery of other material/skills
assign grades
sort students (or teachers)
compare students (or teachers) to an external norm or set of criteria
conform with/adhere to external requirements (MCAS, etc.)
demonstrate to students how much they’ve learned – give them something to show off
• Formative: is ongoing and provides information needed to adjust teaching & learning
• Summative: determines at a particular point in time what students know and do not know
Balance formative & summative
• mostly paper-based
• mostly classroom-based
• highly synchronised (time and place)
• very formalised administration
• highly controlled content
Assessment 1.0
• user-generated content
• collective intelligence
• massive data
• participatory culture
• openness
Impact of Web 2.0
“Millennials exhibit distinct learning styles. For example, their learning preferences tend toward teamwork, experiential activities, structure and the use of technology. Their strengths include multitasking, goal
orientation, positive attitudes, and a collaborative style”.
-Diane Oblinger 2003
Who are we teaching?
“Participatory culture shifts the focus of literacy from one of individual expression to community involvement.”
-Henry Jenkins, USC
• skilled use of tools
• active learning rather than passive receiving of knowledge
• authentic learning experiences rather than contrived tasks
• construction rather than instruction task (not process)
• oriented
• just in time learning
• search not memorise
• utilise social networks
• doesn’t know answer but knows where to find it (maybe) on Google; not libraries
• collaborate not compete (but conflict with goal orientation)
“Net Gener” characteristics
• Authentic knowledge and skills.
• Personalised: knowledge, skills and interests of each student.
• Negotiated: agreed between the learner and the teacher.
• Problem oriented
• Socially constructed
• Collaboratively produced
Assessment 2.0
• permit the student to explore a topic of personal interest
• negotiate the parameters of the task work with fellow students
• recognise the student’s previous work on the subject
• could be in a number of digital formats
Assessment 2.0 Project
Key Criteria
• Students should be active participants
Key Criteria
• Students should be active participants
• Criteria should be clearly explained
Key Criteria
• Students should be active participants
• Criteria should be clearly explained
• Students should demonstrate proficiency in intended outcomes
Key Criteria
• Teachers not using Web 2.0
• lack knowledge and experience to appraise students’ work
• lack the rubrics required to assess Web 2.0 skills
• group work difficult to assess
• authentication challenge
Assessment 2.0 challenges
Assessment 2.0 posits Web 2.0 as a personal assessment environment in recognition that the one-size-fits-all approach will not be sufficient to meet the varied needs (and interests) of students.
-Bobby Eliot, Scottish Qualifications Authority
Are your assessments Web 1.5?
(Are you using technology to simulate Assessment 1.0?)
How Does it Fit?
Select Digital Writing Formats
• Public Service Announcement
• Press Conference
• Class Anthology
• Book Trailer
• Digital Newscast
• Campaign Advertisement
• Multimedia Magazine
• Photo/Video Essay
I included this picture/audio/video because . . .
Storyboarding
Collaboration Rubric
Tom Daccord
Twitter@thomasdaccord
Co-Director of EdTechTeacher, [email protected]
Best Ideas for Teaching with Technology (M.E. Sharpe Press)