# Assessing Digital Work Kristin Fontichiaro

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Assessing Digital Work Kristin Fontichiaro blog.schoollibrarymonthly.comfont@umich.edu@activelearning

Hash, Corned Beef Hash Tag #iasl11#iasl11

An Unfocused Lens: The Dizzying Choices Refocusing Our Lens: What Do We Mean by Rigor? Testing Our Lens: Student Work Samples Today’s Road Map

An Unfocused Lens: Dizzying Choices

The Web 2.0 Candy Store FREE! FREE! FREE!

What Do We Expect Students to Accomplish with Technology? Refocusing Our Lens:

Common Core Standards’ Ambulance Moments identified last night by Rita Martens Creating Sound Arguments with Evidence Reading Comprehension Primary/Secondary Sources Complex Texts and Text Analysis Informational Text in All Content Areas

It’s so easy to make things look fancy… Fancy Nancy (O’Connor) …that sometimes we credit students what programmers behind the scenes have actually facilitated. (Little input > Big output)

Check out this Glogster!

This is the movement of the plates over millions of years. This is the plate boundary lines. Im thinking about tectonic plates!! The three boundary types are transform, convergent, and divergent There was 7.0 in Haiti, a 8.9 in Chile, and a 6.4 in Taiwan. When we strip out the work not done by the student, we are left with…

This is the movement of the plates over millions of years. This is the plate boundary lines. Im thinking about tectonic plates!! The three boundary types are transform, convergent, and divergent There was 7.0 in Haiti, a 8.9 in Chile, and a 6.4 in Taiwan. Apostrophe needed Period needed Incorrect subject/verb agreement Should be “an 8.9” Of the five sentences, four have writing errors.

This is the movement of the plates over millions of years. This is the plate boundary lines. Im thinking about tectonic plates!! The three boundary types are transform, convergent, and divergent There was 7.0 in Haiti, a 8.9 in Chile, and a 6.4 in Taiwan. Apostrophe needed Period needed Incorrect subject/verb agreement Should be “an 8.9” What is a 7.0? What do these numbers mean? Of the five sentences, four have writing errors. One makes us question whether the student knows what the content means.

How is this quality work?

How has this project demonstrated that the student understands tectonic plates? What evidence of learning do you see?

Is this creative, innovative work? Or something else entirely?

And sometimes, our students expend a disproportionate amount of e-effort over knowledge-building. (Big Input > Little Output) And sometimes, our students expend a disproportionate amount of e-effort over knowledge-building. (Big Input > Little Output)

My Explorers Report By Kristin Fontichiaro My Explorers Report!!!!!!! By Kristin Fontichiaro

Christopher Columbus was born in 1461.

He was born in Italy. HOME OF PIZZA!!!!!!! YUM!!!!

He had three boats: Nina Pinta Santa Maria

He discovered AMERICA!!!

He died in 1506. It was sad.

TIME FOR RESEARCH & THINKING TIME FOR TECHNOLOGY Balance?

Where’s the Beef?* How Do We Know Rigor When We See It? * Bernajean Porter

Rigorous Learning with Technology Content / Curriculum Informated (Value-Added) Automated Synthesis Retelling Student-Centered Teacher- Directed Authentic Decontextualized (with thanks to Roberta Sibley, Laurie Olmsted, Jeff Stanzler, and Raya Samet for contributing their feedback!)

Testing Our Lens: Student Work Samples

Recognize this Report? http://bit.ly/sofia- otter

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Rigorous Learning with Technology Content / Curriculum Informated (Value-Added) Automated Synthesis Retelling Student-Centered Teacher- Directed Authentic Decontextualized (with thanks to Roberta Sibley, Laurie Olmsted, Jeff Stanzler, and Raya Samet for contributing their feedback!)

Hamlet goes to high school bit.ly/hPn588

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Rigorous Learning with Technology Content / Curriculum Informated (Value-Added) Automated Synthesis Retelling Student-Centered Teacher- Directed Authentic Decontextualized (with thanks to Roberta Sibley, Laurie Olmsted, Jeff Stanzler, and Raya Samet for contributing their feedback!)

Rigorous Learning with Technology Content / Curriculum Informated (Value-Added) Automated Synthesis Retelling Student-Centered Teacher- Directed Authentic Decontextualized (with thanks to Roberta Sibley, Laurie Olmsted, Jeff Stanzler, and Raya Samet for contributing their feedback!)

LEARNING.

Final Takeaways Make thoughtful choices: mix protein with the candy Be focused on learning, not tools Go deeper!

Questions? Kristin Fontichiaro blog.schoollibrarymedia.com fontichiaro.com font@umich.edu @activelearning

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