assessing learning with digital resources (learning 2.013)

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Diana BeaboutDiana BeaboutShekou International Shekou International SchoolSchool

@dianabeabout@dianabeabout@dianabeabout@dianabeabout

Assessing Assessing Learning with Learning with

Digital Digital ResourcesResources

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PD Resources --> PD Resources --> Assessing LearningAssessing Learning

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Shekou International School is located in Shenzhen, China. We are now 1:1 iPads in grades 4 - 8 and 1:1 MacBooks in grades 9-12. Lower elementary and the Early Childhood Learning Center classrooms have five shared iPads each.

AgendaBackground

Share examples of student work

Time to Explore/Plan

Share out

Considerations

Feedback

Session Outcomes• A new or enhanced perspective on using digital tools

for assessment

• An overview of the variety of tools available for digital assessment

• Additional digital resources for assessing student learning

• Exemplars of best practice from SIS and other institutions

The idea behind this workshop came from attending Andrew McCarthy’s “Making Thinking Visible” workshop session at Learning 2.012 in Beijing. In his workshop, Mr. McCarthy referenced the book Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners by Ron Ritchhart, Mark Church, and Karin Morrison of Harvard’s Project Zero. I decided to focus on one of the core questions of both the presentation and the book....

 “HOW CAN WE DOCUMENT STUDENT THINKING SO THAT

BOTH TEACHERS AND STUDENTS ARE BETTER ABLE

TO UNDERSTAND AND DEVELOP IT?”

Summaries & ReflectionsSummaries & Reflections

Lists, Charts & Graphics Lists, Charts & Graphics OrganizersOrganizers

Visual Representations of Visual Representations of InformationInformation

Collaborative ActivitiesCollaborative Activities

Found this resource helpful in organizing the types of Found this resource helpful in organizing the types of formative assessments that could be addressed through formative assessments that could be addressed through digital resourcesdigital resources

Summaries & ReflectionsSummaries & ReflectionsSummaries & ReflectionsSummaries & Reflections

• ““Students stop and reflect, make sense of what they have heard or read, derive Students stop and reflect, make sense of what they have heard or read, derive personal meaning from their learning experiences, and/or increase their personal meaning from their learning experiences, and/or increase their metacognitive skills. These require that students use content-specific language.”metacognitive skills. These require that students use content-specific language.”

• Judith Dodge “25 Quick Formative Assessments for a Differentiated Classroom” (Scholastic)Judith Dodge “25 Quick Formative Assessments for a Differentiated Classroom” (Scholastic)

988052

SocrativeSocrative SocrativeSocrative

TextText

I use Socrative to create short quizzes, polls and exit tickets. Results are immediate and go into a spread sheet for further

analysis of group and individual needs.

In this example, I used Socrative to gather self assessment data from students regarding their progress on a project.

Lists, Charts & Graphic Lists, Charts & Graphic RepresentationsRepresentations

• ““Students will organize information, make Students will organize information, make connections, and note relationships through the use connections, and note relationships through the use of various graphic organizers.”of various graphic organizers.”

• Judith Dodge “25 Quick Formative Assessments for a Judith Dodge “25 Quick Formative Assessments for a Differentiated Classroom” (Scholastic)Differentiated Classroom” (Scholastic)

Text

I have students do brainstorming or organization of ideas on popplet so I can assess their organization and thought process and where there might be gaps.

Samples for Mick’s class

These are examples from grade 4 students

Visual Representations of Visual Representations of InformationInformation

• ““Students will use both words and pictures to make connections and increase memory, facilitating Students will use both words and pictures to make connections and increase memory, facilitating retrieval of information later on. This "dual coding" helps teachers address classroom diversity, retrieval of information later on. This "dual coding" helps teachers address classroom diversity, preferences in learning style, and different ways of ‘knowing.’”preferences in learning style, and different ways of ‘knowing.’”

• Judith Dodge “25 Quick Formative Assessments for a Differentiated Classroom” Judith Dodge “25 Quick Formative Assessments for a Differentiated Classroom” (Scholastic)(Scholastic)

SkitchSkitch

Task: After a study of the influences of ancient Roman culture on modern life, students were asked to take two photos (with their iPad) of examples of Roman cultural influences in their homes and communities. Then annotate the photo using Skitch including the following information: location of photo, description of photo, how item is related to ancient Roman culture. *I used this task to assess students’ ability to apply to information to a real-world example.

A Similar Task: After study of the characteristics of the Renaissance period, students were asked to take two photos (with their iPad) of examples of the Renaissance cultural influences in their homes and communities. Then annotate the photo using Skitch including the following information: how the item is related to the Renaissance.*I used this task to assess students’ ability to apply to information to a real-world example.

EducreationsEducreations

EducreationsEducreationsTask: As we were studying factors that effect the spread of beliefs and ideas (‘grows’ & ‘slows’), students were give 30 minutes to find two images (one to represent a ‘grow’ and one to represent a ‘slow’) and use Educreations to present the two images with an explanation of how they represented the concept.

*I used this informal assessment to assess how well students could explain the concept in their own words.

Example 1: From her presentation, I could assess that this student had a good grasp of the concept as she explained both slides thoroughly in her own words Example 2: This student explained choice of images and his explanations also demonstrated he has a good grasp of the concepts. However, I noticed he used a few words incorrectly (assassination and abandon). Example 3: Although the images and explanations illustrated the concept, this student just repeated examples used in class (as we studied Christianity in Ancient Rome). He would need to apply the concept in a different way for me to feel confident in his understanding of it.

Collaborative Activities• Students have the opportunity to move and/or communicate with others as they

develop and demonstrate their understanding of concepts. 

• Judith Dodge “25 Quick Formative Assessments for a Differentiated Classroom” (Scholastic)Judith Dodge “25 Quick Formative Assessments for a Differentiated Classroom” (Scholastic)

PadletPadlet

Questions about Big 6 Research

RubricAfter going over the rubric for an upcoming project, students posted questions and concerns on this ‘padlet’. They did not have to put their name on their ‘post’ so students would feel comfortable posting their questions. I was then able to go in and sort the ‘posts’ and see what students needed further support and instruction in. I noticed a lot of questions about vocabulary in the rubric and some instructions.

ExploreExplore

What digital tools & resources could you use What digital tools & resources could you use (OR are using) to document student thinking?(OR are using) to document student thinking?

What different types of formative assessments What different types of formative assessments could you use that tool or resource to could you use that tool or resource to document? document?

Share OutShare Out

ConsiderationsConsiderationsWhen to use (or not)?When to use (or not)?

When would it be beneficial to use any of these apps &/or online When would it be beneficial to use any of these apps &/or online resources?resources?

Workflow?Workflow?

How will I collect student products? (besides email)How will I collect student products? (besides email)

Shared Devices?Shared Devices?

How could I use any of these apps &/or online resources in a How could I use any of these apps &/or online resources in a shared device setting?shared device setting?

Other Challenges?Other Challenges?

Thank you!Thank you!

Diana BeaboutDiana BeabouteLearning CoacheLearning Coach

Shekou International SchoolShekou International SchoolShenzhen, ChinaShenzhen, China

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Email: dbeabout@sis.org.cnEmail: dbeabout@sis.org.cnTwitter: @dianabeaboutTwitter: @dianabeabout

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