E-126 Week 8

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E-126 Week 8

• Ongoing Assessment

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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

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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

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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

5
Ongoing AssessmentHow 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...)

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Ongoing AssessmentHow 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

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Ongoing AssessmentHow 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

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Ongoing AssessmentHow 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

9
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 classs 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

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Ongoing Assessment

• Making Rubrics

• Use UGs as a guide to clusters of evidence of
  understanding

• List performances and discreet assessment
  activities for each cluster

• Assign a point value for each cluster to weight
  its importance

• Define criteria and performance standards

• Consider whether assessment is by teacher, peers,
  self, or others

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Ongoing Assessment

• Technology Tools for Making Rubrics

• Spreadsheet

• Tables Tool in Word

• Online tools for making rubrics
• Rubistar
• Rubric Builder
• Teach-nology Rubric Generator

• Discovery Schools Rubric-related resources

(These sites also provide useful templates for
certain types of assessments.)
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Ongoing AssessmentCase discussion...

• How did Shamsa design ongoing assessment for her
  Dynamic Earth unit?

• How did Shamsa use technology to support ongoing
  assessment?

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Ongoing AssessmentLong Case Exercise

• Get the Precious Water Case packet from this
  weeks 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)

14
Looking Ahead

• This weeks assignment
• Design ongoing assessment in your CCDT post a
  puzzle or question in the message board
• Review your partners 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 partners 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