Week 8 E-126 Week 8 Ongoing Assessment

Week 8 Goals for This week  Understand the characteristics of ongoing assessment in the TfU framework  Understand how to incorporate ongoing assessment into curriculum plan  Understand how new technologies can support ongoing assessment  Begin to understand how goals, performances and assessments align to support students’ understanding

Week 8 Activities for This week  Observations from recent discussion threads (Cybercitizenship and UDL)  Discussion of ongoing assessment  Dynamic Earth--how did Shamsa use technology to support ongoing assessment?  Designing ongoing assessment  Informal and formal  Teacher, peer, and self-assessments  Connecting assessments to goals and performances  Making rubrics  Long Case Exercise--Design OAs for the Precious Water Unit  Looking ahead

Week 8 Integrating Cybercitizenship  Genie out of the bottle, horses out of the barn...  Aim is to cultivate and ethic and personal responsibility  Creating a community for learning/learning culture  Have learners participate in framing the guidelines & rules  Post rules visibly and review them  Have learners sign an agreement (AUPand classroom specific)  Make penalties for violations swift, public and strong  Use well-crafted UPs and technology tools to keep learners on task with appropriate resources  Let learners know you are watching  Give parents and other staff a heads up  Use your school or company librarian

Week 8 Ongoing Assessment How is learning assessed? Characteristics of Assessment for Understanding  Related to understanding goals  Basis for assessment is public and explicit  Frequent  Formative (offer suggestions for improving work)  Come from multiple sources (teacher, peers, self, outside experts...)

Week 8 Ongoing Assessment How is learning assessed? Norton & Wyburg-- Designing Systems of Assessment  Alternatives to standardized testing (authentic, performance- based)  Learner generates rather than chooses a response  Process (explanation) as important as product (work artifact)  Assessment is integral and aligned with flow of instruction)  Assessment discussed openly and sometimes developed jointly

Week 8 Ongoing Assessment How can technology support ongoing assessment? Jonassen-- Assessing Learning with Mindtools  Student models provide deep information about how they are thinking and understanding  Strive to have students build & express their knowledge in different ways, using a variety of mindtools  Assess multiple criteria for outcomes of student learning:  Knowledge construction  Self-regulation  Collaboration  Critical thinking

Week 8 Ongoing Assessment How can technology support ongoing assessment?  Expand audiences  Make use of portfolios more efficient-- supports progress continuum  Make work accessible to multiple reviewers  Make viewing students’ work side by side or as a collection easier  Give students diverse opportunities to create, express knowledge

Week 8 Ongoing Assessment How Rubrics Support Assessment for Learning  Help you clarify your criteria for all ongoing assessment in specific terms  Provide benchmarks against which to measure and document the class’s progress in the unit overall  Provide useful feedback for you regarding the effectiveness of the unit as instruction is going on, rather than just at the end.  Increase students’ responsibility for their work by making criteria public and readily available  Keep unit understanding goals visible by reinforcing how each discreet activity relates to the whole unit  Allow assessment to be more objective and consistent  Clearly show students how their work will be evaluated and what is expected  Inform students of the criteria to use in assessing their own and their peers’ performance

Week 8 Ongoing Assessment Making Rubrics  List performances and discreet assessment activities for each cluster  Define criteria and performance standards  Use UGs as a guide to “clusters” of evidence of understanding  Assign a point value for each cluster to weight its importance  Consider whether assessment is by teacher, peers, self, or others

Week 8 Ongoing Assessment Technology Tools for Making Rubrics  Spreadsheet  Tables Tool in Word  Online tools for making rubrics  Rubistar Rubistar  Rubric Builder Rubric Builder  Teach-nology Rubric Generator Teach-nology Rubric Generator  Discovery School’s Rubric-related resources Discovery School’s Rubric-related resources (These sites also provide useful templates for certain types of assessments.)

Week 8 Ongoing Assessment Case discussion...  How did Shamsa design ongoing assessment for her Dynamic Earth unit?  How did Shamsa use technology to support ongoing assessment?

Week 8 Ongoing Assessment Long Case Exercise  Get the Precious Water Case packet from this week’s materials on the course web site.  Work in groups of 2 or 3.  Review the GT, UGs and UPs for the Precious Water Unit  Discuss how to assess students’ understanding throughout this unit.  Design ongoing assessments.  Develop criteria and performance standards for the culminating performance (you may use the rubric template provided if you choose)

Week 8 Looking Ahead  This week’s assignment :  Design ongoing assessment in your CCDT; post a puzzle or question in the message board  Review your partner’s design, and respond about OA  Prepare for next class: Week 9--Contextual Factors  Between Weeks 9 and 10 is the Thanksgiving week. Across those 3 weeks...  Refine all elements of your design--you should be close to finished  Review your partner’s design using the project assessment rubric  Begin to prepare your project presentation  Post paper topic ideas  Weeks 11 and 12 classes --Project Presentations & Paper Consultations; Final paper outline due Week 12  Week 13 class--Tech rationale; Debate; Publish your completed design  Week 14 class--Keeping up your knowledge  Final papers due by January 11