2.7 Assessment
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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)
Discussions about assessments in education is a hot topic these days. Too many? Not relevant? Are we really giving our students an assessment on how to take the actual real assessment? Regardless of what opinions are, data that can be obtained from specific assessments with specific purposes can be vital to informing teachers about their instructional practices to reach each student. To model and facilitate the effective use of diagnostic assessments for this assignment, my data teams that I am members of use pre-assessment data to inform the instructional strategies used for upcoming lessons. The data team collaboratively meets to identify students in four areas of achievement and then identifies specific teaching strategies for the team to implement during the instructional period. These research-based strategies are then implemented by the team to reach the students in each achievement level so that the maximum amount of growth can be obtainable by each student. We have been using and implementing the data team process with pre and post assessment data for a few years and will continue this process for years to come.
As for how I am able to demonstrate the ability to use digital assessment tools and resources to measure student learning and technology literacy, the ISTE Internet Lesson Plan (ITEC 7430) artifact documents how I was able to do just that. Students were to produce a written research paper through the Google Docs platform. Since these papers, and the actual research, are completed from within the Google Classroom, I had immediate access to each student’s research, the writing process, and peer communication and collaboration throughout the entire research paper. I was able to complete a digital “check in” on each student’s document and offer suggestions of revisions throughout the entire process. This can be completed during the lesson itself or later in the evening as it is all online and no papers will need to be “turned in” for checks along the way. To be able to measure student learning, the “timeline” printout will verify, or not, continuous collaboration and research writing, along with peer editing. This can and will be reviewed within the digital “check in” as well. I teach two different forms of each Georgia Studies and English class: General Ed and Gifted/Advanced. I will have different expectations for each class which will result in two rubrics, one per class. There will also be a rubric for the presentation portion of this lesson, however, this will remain the same for both classes. There was also a survey (http://goo.gl/forms/AXFc9g7xjr) and Google Form for students to complete so that feedback of the student’s learning and understanding of both student learning within the content and their technology literacy levels. Also, by analyzing the data from the Google Form, I will be able to understand what the students really thought about the entire project as students will submit anonymously. The documented self-reflection and link to the Google Form Sheet that houses the data will be entered into the lesson template for next year’s lesson.
I learned that pre-assessments can directly align with effective change in the instructional practices teachers implement for specific lessons. By using the data that one can obtain through the data team process, teachers can effectively reach and challenge students to achieve their greatest achievement and potential. One thing I would do differently would be to obtain more of an in-depth list of effect teaching strategies based on levels of achievement from pre-assessment scores. This will go a very long way in teams collaborating on ways to reach specific achievement levels of students.
The work that went into creating the ISTE Internet Lesson Plan seemed like it was never ending, but worth it in every way. My team has adopted this lesson plan project and we will be including it from now on as a major part of the research process. It impacts student learning through using digital tools and resources while focusing on the English / Language Arts standards. The student’s technology literacy AND content learning are directly aligned and related throughout the entire lesson plan. The impact of this particular artifact is shown in the final products of their research papers.
As for how I am able to demonstrate the ability to use digital assessment tools and resources to measure student learning and technology literacy, the ISTE Internet Lesson Plan (ITEC 7430) artifact documents how I was able to do just that. Students were to produce a written research paper through the Google Docs platform. Since these papers, and the actual research, are completed from within the Google Classroom, I had immediate access to each student’s research, the writing process, and peer communication and collaboration throughout the entire research paper. I was able to complete a digital “check in” on each student’s document and offer suggestions of revisions throughout the entire process. This can be completed during the lesson itself or later in the evening as it is all online and no papers will need to be “turned in” for checks along the way. To be able to measure student learning, the “timeline” printout will verify, or not, continuous collaboration and research writing, along with peer editing. This can and will be reviewed within the digital “check in” as well. I teach two different forms of each Georgia Studies and English class: General Ed and Gifted/Advanced. I will have different expectations for each class which will result in two rubrics, one per class. There will also be a rubric for the presentation portion of this lesson, however, this will remain the same for both classes. There was also a survey (http://goo.gl/forms/AXFc9g7xjr) and Google Form for students to complete so that feedback of the student’s learning and understanding of both student learning within the content and their technology literacy levels. Also, by analyzing the data from the Google Form, I will be able to understand what the students really thought about the entire project as students will submit anonymously. The documented self-reflection and link to the Google Form Sheet that houses the data will be entered into the lesson template for next year’s lesson.
I learned that pre-assessments can directly align with effective change in the instructional practices teachers implement for specific lessons. By using the data that one can obtain through the data team process, teachers can effectively reach and challenge students to achieve their greatest achievement and potential. One thing I would do differently would be to obtain more of an in-depth list of effect teaching strategies based on levels of achievement from pre-assessment scores. This will go a very long way in teams collaborating on ways to reach specific achievement levels of students.
The work that went into creating the ISTE Internet Lesson Plan seemed like it was never ending, but worth it in every way. My team has adopted this lesson plan project and we will be including it from now on as a major part of the research process. It impacts student learning through using digital tools and resources while focusing on the English / Language Arts standards. The student’s technology literacy AND content learning are directly aligned and related throughout the entire lesson plan. The impact of this particular artifact is shown in the final products of their research papers.