scarfedigitalsandbox-teach-educ.sites.olt.ubc.ca · •listening & writing tools (scribjab,...
TRANSCRIPT
Assessment Redesignedhttp://scarfedigitalsandbox.teach.educ.ubc.ca/
Based in part on slides by Beverley Bunker, UBC FA
Yvonne Dawydiak, Faculty-Wide Programs Instructional Specialist, Teacher Ed, UBC
Selection Questions, rapid response
iClickers → Ed Library Loaners!
You see… I see...
Revised Curriculum = Revising Assessment
○ Who are my learners? Collectively & Individually○ How will my students be involved in assessment & learning?○ What tools or tech will I use to support an holistic approach?
○ Are there ways to make my job more efficient?○ Are there ways to support students more individually?
Assessment for Learning
from: https://comeniusassessment.wordpress.com
● Teacher and Student roles
● May also include parents (co-assessment)
Find the Right ‘system’
The right system might not be digitalPlanning for frequent assessment is not optional…
Considerations:
• Ready access to technologies
• BYOD policies• T needs & purpose
About which of the following do you MOST want to learn more?
1. Providing students with meaningful and timely feedback;
2. Making learning active and engaging;3. Assessing prior knowledge.
*an example of all class response (might also use Plickers or other digital tools to support keeping track of class data, ease of use and greater student privacy)
ALL CLASS RESPONSE &
Discussion based strategies
○Randomized responses followed by volunteers○ Turn & talk, then respond○Poll, Display graphic, turn & talk/small group
discussion or debate, ‘retake’ poll○Voting○Video or image as a prompt
Make Thinking Visible• Anonymous response• Graphical display provides immediate feedback• Provide opportunities to review and revise response• Rapid response to activate and assess prior knowledge
Multimodal student response
● High ceiling, low floor● Supports UDL - multiple
modes of representation & expression
● Gives ‘voice’ to students● Focus on what you are
assessing (vs. writing ability)
-Varied learning needs- Open ended- Multi-modal response- Performance tasks
● Concept Map,● ShowMe (digital whiteboard),● Padlet (drawing, voice, image, text)● Hands-on building ● Diagrams, maps, sketchnotes, verbal,
video, vlog…
Reflect, Curate & Communicate
e-Portfolio
MINISTRY STANDARDS
- BC Performance Standards- BC ELL Standards - Samples & Guides- MY Ed BC
https://curriculum.gov.bc.ca/assessment
Rubrics must,
● Use clear language● Be understood by students
○ (ideally - co-created by students)● Assess the key criteria (NOT focus on
compliance, neatness etc)● Be connected with standards● Provide effective feedback● Be used to help students set goals
Your turn - Peer Assessment
Using the Single Point Rubric, provide detailed supportive feedback on your partner’s DRAFT Assignment
Scarfe Digital Sandbox Presents:
RSVPFeb and March SCARFE 155, Education Library:○ Gearing up for practicum
Following slides:
Additional related content slides (not used during session)
Hardware• projectors, apple tv, chrome cast, etc.
Managing*• virtual learning environments (kid dojo, edmodo), e-portfolios
(Fresh Grade) & class websites (weebly, UBC blogs)
Presenting• presentation tools (Power Point, Google Slides, Animoto,
Haiku Deck, etc.)
Assessing• online quizzes, exercises, games (Kahoot, Plickers,
Mentimeter) INST
RUC
TING 1
2
3
4
Student use • internet research and website browsing (Kiddle, kid-rex,
sweetsearch)
Student helper (practicing)• listening & writing tools (Scribjab, Storybird, Explain Everything,
ShowMe)
Student helper (generating)• website & e-portfolio building
Student-made resource (creating)• audio and video podcasting, blogging, movie-making
Tools for LEARNING
1
3
4
5
Ask effective questions
• To cause thinking and provide information to the teacher (and learner) about what to do next• To collect information to inform teaching
What types of questions?
○ Discussion starting ○ Misconception catching○ Concept checking○ Information Recall○ Information Gathering
cc R. Talbert Slideshare
Use an Effective Teaching Strategy
"question-driven instruction, dialogical discourse, formative assessment and meta-level
communication" (Beatty & Gerace, 2009, 146)
Effective Formative Assessment
• Randomized response vs. volunteer•Craft SELECTION questions
in advance• Include short answer
SUPPLY questions when possible
From: Embedding Formative Assessment, Leahy, p. 80
Questioning for Formative Assessment
From: Embedding Formative Assessment,
http://www.learningspy.co.uk/featured/the-testing-effect-is-dead-long-live-the-testing-effect/
Goldstein, D. S., & Wallis, P. D. (2015). Clickers in the classroom: Using classroom response systems to increase student learning (First ed.). Sterling, Virginia: Stylus Publishing.
Wiliam, D., & Leahy, S. (2015). Embedding formative assessment: Practical techniques for F-12 classrooms. Moorabbin, Victoria, Australia: Hawker Brownlow Education.