2.7 Assessment
Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources. (PSC 2.7/ISTE 2g)
Artifact:
summary_online_learning_experience_morgan_green.docx | |
File Size: | 24 kb |
File Type: | docx |
Reflection:
The components of Online Teaching Portfolio was completed to assess the students in a variety of ways. During the development and implementation of the Online Teaching Portfolio, I used our school’s U.S. History professional learning community questions that we collaborated on as a group. I lead this group in determining the common formative assessments (CFA) that we will use each unit. These choices are guided by our Data Teams For Learning (DT4L). I used the CFA as our preassessment and part of our post-assessment. I assessed the students formally and informally through the lessons. Students completed discussion posts, Flipgrid videos, formal writings, as well as a unit exam. In terms of informal assessments, we used in-class discussions, peer reviews on their essay, Skype virtual field trip, completing EdPuzzle videos, Padlet, and in-class station activities. The Online Teaching Portfolio was part of a blended learning experience with my 11th grade AP U.S. History courses using Canvas as our learning management system. In using these assessments, it was key to provide multiple ways for the students to express their knowledge to hit on specific learning styles, ability levels, and content. According to Rice (2012), “acquisition of knowledge and skills in using Web-based tools by learners makes online environment particularly effective in facilitating the development of assignments and projects that can be disseminated to audiences outside the classroom” (p. 33). The Online Teaching Portfolio incorporates authentic assessments to give them a better understanding of the material.
Standard 2.7, Assessments provided me the opportunity to model and facilitate the effective use of diagnostic, formative, and summative assessments to measure students learning and technology literacy, including the use of digital assessment tools and resources. In using a blended classroom model for my Online Teaching Portfolio, the balance between what was done in the classroom and what was done online needed to have balance. I modeled and facilitated the assessments that we used in the classroom between the two platforms- face-to-face and online. I also blended the types of assessments with formal and informal. Considering I wanted to ensure that the student assessments were there to measure student learning and technology literacy I used Flipgrid, Padlet, Skype in the Classroom, Canvas’ peer review and discussion boards, and Office 365 tools for word processing to name a few. Students created music cd’s as one of the summative assessments to see their application of their knowledge into this project. Students collaborated using the Office 365 tools and research songs as well. The students chose songs that they could relate to music lyrics and they had to justify their response as to how it relates. The CFA’s that the U.S. History department is using are part of our diagnostic, formative and summative assessments as we have a pre-,mid-, and post-assessment within each unit. Students used Padlet during class as part of a class station activity. This allows for students to see everyone’s responses and at the end of the day, they can see all class periods’ responses which allows me to measure student learning. My students are comfortable with using Flipgrid for assessments. This is usually a formative assessment as would be a discussion post in Canvas. The students were asked to creatively respond to a chosen prompt and then respond to a classmate’s post as well following guidelines. I am able to measure student learning and technology literacy in these activities. Most of the learning tasks require a component of technology whether that is through Canvas or external tools. This is one of the ways I can measure student learning and technology literacy. The music cd project and unit test were used as summative assessments. Both required students to apply their content knowledge to a stimulus. The unit test was given in Canvas, which tracks student data and gives me a comprehensible understanding of how my students are performing on the test.
Completing the Online Teaching Portfolio provided students with authentic assessments that show their growth over time in this unit. I learned how to give students a variety of assessments to play to the different learners I have in the classroom. I noticed how certain students shined when we did more creative activities rather than analytical ones. I believe that by providing these diverse opportunities, the students are able to grasp the material a little better. I also learned how to make the assessments reach higher order thinking skills, which is especially important in an advanced placement course. To further improve this lesson, I would have liked to have spaced out the assignments a little more, so the students did not feel overwhelmed as much. I would also have like to incorporate more of a flipped lesson with the students.
This artifact impacts student learning. Through the use of diverse assessments embedded into the learning process, the students and I were able to see their growth and provide an opportunity to support or reteach sections if students were struggling with the material or task at hand. Students have the opportunity to use different learning styles and ways to be assessed. Students impact can be assessed in their final products, discussion posts in Canvas and in-class, formative assessments. Considering we move fairly quickly through the material, I try to use the class to clear up any confusing material that they may be reading about outside of class and assist students in connecting the dots from the events we are studying to the big picture. With this unit, students are now able to confidently relate this to other periods through historical thinking skills and thematic learning objectives.
Reference
Rice, K. (2012). Making the move to K-12 online teaching research-based strategies and practices. New Jersey: Pearson Education
The components of Online Teaching Portfolio was completed to assess the students in a variety of ways. During the development and implementation of the Online Teaching Portfolio, I used our school’s U.S. History professional learning community questions that we collaborated on as a group. I lead this group in determining the common formative assessments (CFA) that we will use each unit. These choices are guided by our Data Teams For Learning (DT4L). I used the CFA as our preassessment and part of our post-assessment. I assessed the students formally and informally through the lessons. Students completed discussion posts, Flipgrid videos, formal writings, as well as a unit exam. In terms of informal assessments, we used in-class discussions, peer reviews on their essay, Skype virtual field trip, completing EdPuzzle videos, Padlet, and in-class station activities. The Online Teaching Portfolio was part of a blended learning experience with my 11th grade AP U.S. History courses using Canvas as our learning management system. In using these assessments, it was key to provide multiple ways for the students to express their knowledge to hit on specific learning styles, ability levels, and content. According to Rice (2012), “acquisition of knowledge and skills in using Web-based tools by learners makes online environment particularly effective in facilitating the development of assignments and projects that can be disseminated to audiences outside the classroom” (p. 33). The Online Teaching Portfolio incorporates authentic assessments to give them a better understanding of the material.
Standard 2.7, Assessments provided me the opportunity to model and facilitate the effective use of diagnostic, formative, and summative assessments to measure students learning and technology literacy, including the use of digital assessment tools and resources. In using a blended classroom model for my Online Teaching Portfolio, the balance between what was done in the classroom and what was done online needed to have balance. I modeled and facilitated the assessments that we used in the classroom between the two platforms- face-to-face and online. I also blended the types of assessments with formal and informal. Considering I wanted to ensure that the student assessments were there to measure student learning and technology literacy I used Flipgrid, Padlet, Skype in the Classroom, Canvas’ peer review and discussion boards, and Office 365 tools for word processing to name a few. Students created music cd’s as one of the summative assessments to see their application of their knowledge into this project. Students collaborated using the Office 365 tools and research songs as well. The students chose songs that they could relate to music lyrics and they had to justify their response as to how it relates. The CFA’s that the U.S. History department is using are part of our diagnostic, formative and summative assessments as we have a pre-,mid-, and post-assessment within each unit. Students used Padlet during class as part of a class station activity. This allows for students to see everyone’s responses and at the end of the day, they can see all class periods’ responses which allows me to measure student learning. My students are comfortable with using Flipgrid for assessments. This is usually a formative assessment as would be a discussion post in Canvas. The students were asked to creatively respond to a chosen prompt and then respond to a classmate’s post as well following guidelines. I am able to measure student learning and technology literacy in these activities. Most of the learning tasks require a component of technology whether that is through Canvas or external tools. This is one of the ways I can measure student learning and technology literacy. The music cd project and unit test were used as summative assessments. Both required students to apply their content knowledge to a stimulus. The unit test was given in Canvas, which tracks student data and gives me a comprehensible understanding of how my students are performing on the test.
Completing the Online Teaching Portfolio provided students with authentic assessments that show their growth over time in this unit. I learned how to give students a variety of assessments to play to the different learners I have in the classroom. I noticed how certain students shined when we did more creative activities rather than analytical ones. I believe that by providing these diverse opportunities, the students are able to grasp the material a little better. I also learned how to make the assessments reach higher order thinking skills, which is especially important in an advanced placement course. To further improve this lesson, I would have liked to have spaced out the assignments a little more, so the students did not feel overwhelmed as much. I would also have like to incorporate more of a flipped lesson with the students.
This artifact impacts student learning. Through the use of diverse assessments embedded into the learning process, the students and I were able to see their growth and provide an opportunity to support or reteach sections if students were struggling with the material or task at hand. Students have the opportunity to use different learning styles and ways to be assessed. Students impact can be assessed in their final products, discussion posts in Canvas and in-class, formative assessments. Considering we move fairly quickly through the material, I try to use the class to clear up any confusing material that they may be reading about outside of class and assist students in connecting the dots from the events we are studying to the big picture. With this unit, students are now able to confidently relate this to other periods through historical thinking skills and thematic learning objectives.
Reference
Rice, K. (2012). Making the move to K-12 online teaching research-based strategies and practices. New Jersey: Pearson Education