In effort to monitor my own teaching for my GAME plan I decided to use this week’s resources as guide to create assessment strategies for formative and summative purposes. With these ideas in mind I hope to use these technological assessments to direct my planning, activity choices, revision, and reflection. Cennamo, Ross, and Ertmer (2009a) explain the importance of cognitive feedback that offers explanation along with a better understanding of the expected skill level of students as well as techniques on how to improve. Through the use of forced option, open ended, performance based, and project based formats I hope to guide objectives, planning, and student success.
In my first goal, teaching digital etiquette, I have already met with a small group in which we participated in a discussion of what social etiquette is, created a “rules of the road” list of what is expected for proper digital etiquette, created a student compact, and watched a video explaining the importance of digital etiquette. After reflection I realized that after these activities would have been a perfect opportunity to have students do a quick forced option assessment in which I could determine up to this point what my students had taken from the activities and see where I may need to review. Looking ahead to our next activity where students will be given social etiquette scenarios in a group and practice role playing on how they would respond in differing situations I plan to use a performance based approach for assessment to see if they are applying the new information to a real life situation. Cennamo, Ross, and Ertmer (2009b) emphasize the importance of authentic assessments being realistic, that they should be applied to the real world for better student understanding. Through an open ended assessment I plan to have students participate in a blog where they are given digital etiquette scenarios and they are required to provide a short response on how they would handle the situation, along with building on the ideas of their group members.
My second goal, incorporating learning into real world problems, in which my group of students have chosen to focus on the environment and recycling leaves room for formative assessment use as well. At this point my students are ready to start their research process on recycling, and create concept maps to organize their ideas for their final project. Initially I had intended for the concept maps to be a tool for students to create their final project, but after some thought I realized the maps themselves can give me a wealth of information on how my students are processing and organizing their research as well as understanding the new information. Since my students have been given the option of creating a short movie, a power point, or a voice thread to demonstrate their learning, I see that this falls into the category of project based assessment that will allow students to help solve unstructured problems, make personal judgments, and apply knowledge through action, all of which Cennamo, Ross, and Ertmer (2009c) suggest is crucial to project based authentic assessments.
Assessments for my two goals meet the needs of my students on a formative and summative level. Providing formative assessments not only allows me to plan instruction and revise it, but for my students to have feedback on where they are in their learning process and where to go from there. Using these types of strategies provides a re-teaching and learning reflection opportunity. Through the use of summative assessments I am able to better understand student learning, and students are able to receive meaningful feedback and suggestions to move them onto the next level of proficiency.
References
Cennamo, K., Ross, J., & Ermer, P. (2009a). Technology integration of meaningful classroom
use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA:
Wadsworth, Cengage Learning.
Cennamo, K., Ross, J., & Ermer, P. (2009b). Technology integration of meaningful classroom
use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA:
Wadsworth, Cengage Learning.
Cennamo, K., Ross, J., & Ermer, P. (2009c). Technology integration of meaningful classroom
use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA:
Wadsworth, Cengage Learning.
No comments:
Post a Comment