Section II- A: Assessment with Technology
"[One] should have an understanding of technology tools that aid teachers and schools in assessing student learning and using assessment data to improve instruction and student learning."
Zaner-Bloser Online Center
Last year when I became a middle school teacher, my school began using a new writing program called Zaner-Bloser Strategies for Writers. This program has a online component that allows for students to have access to an online text, resources, and assessments. It is because of this programs ability to export assessments to students, collect data for teachers, and allow teachers to then analyze the collected data to improve instruction and student learning.
The element under this artifact I have included to is a sample of data collected from an assessment. This showcases how this program has become a tool for teachers to collect, analyze, and interpret data from student assessments.
Artifact 1: Sample Data *as given from the program
Rubicon Atlas Curriculum Mapping
Throughout the summer of 2014 and the 2014-2015 school year I worked with a group of Archdiocesan teachers to create and develop ELA curriculum. It was through the use of technology we were able to create and collaborate our ideas. The artifact I am showcasing is the program we used during our process. Rubicon Atlas is a program that allows for multiple people to work on the same document. Revisions, notes, edits are easily made to any curriculum map. The program also allows for teachers to collaborate. This is a key element to curriculum development, as not all teachers who are working on the creation process work within the same school.
Rubicon Atlas also has a place where assessments can be shared. Teachers than have access to analyze assessment forms, collect data, and provide feedback for further development. This program is aimed at supporting and improving instructional planning and implementing learning strategies.
Google Docs
My school has started this year to use Google Docs as a form of teacher collaboration, student collaboration, and student-teacher collaboration. Because we are still in the early implementation stages, this artifact fulfills the standards of collecting data and assessing student learning through the use of a new technology tool because students are in the early stages of submitting their assignments through this application. Teachers can then assess the assignment and provide immediate feedback. Also having both student and teachers using the tool fulfills the standard of having an understanding of the technology tools.
One way I have used Google Docs as a form of student-teacher collaboration is through communicating and creating agendas with the Student Government Association at my school. I am a moderator for the SGA and on a weekly basis the SGA president sends me the upcoming meeting agenda. I am then able to access the agenda, make suggestions, make additions, etc. as needed. We have also used Google Docs to plan events, write scripts for events, and plan other forms of announcements. The second artifact I have chosen is a screenshot of a Google Doc that was created to plan this years SGA Variety Show.
Artifact 2: Google Doc - SGA Variety Show - Student-Teacher Collaboration Example
Section II-B: Assessment of Technology
"When technology is used by students in the classroom, methods of assessment of students learning might be different."
For this standards I have chosen to showcase several artifacts. The first artifacts come from the Zaner Bloser online center. The second artifact is Kahoot. These artifacts support how I can use a variety of strategies for evaluating student-centered technology.
The third artifact is a student reflection handout. I had students complete this reflection handout after completing a research project using sources they found on the internet. This artifact is a way I was able to help guide students in applying self assessment tools to critique their own technology created product.
Zaner-Bloser Online Center
Teaching in the 21st century requires a teacher to approach not only instructional planning differently but also assessment. One way I have been able to take advantage of technology through assessments in my classroom is through the use of the Zaner-Bloser's online resources. Here I can create an assessment and export the assessment to my students. They can then use a device, laptop, or personal computer to complete the assignment.
The first element under this artifact I have included a PDF that provides a visual for what it looks like for a teacher to export an assessment. The second element under this artifact I have included is an additional PDF that shows collected data from an assessment.
Artifact 1: Export Process
Artifact 2: Data Sample
Kahoot
Kahoot is another artifact that I feel showcases how technology can change the methods of assessment teachers use in the classroom. Kahoot is an educational response system that mimics the set up of a game. A teacher is able to create a quiz using the program and then have students access the quiz using any device without being required to create an account with Kahoot. Kahoot then provides the teacher with a quick snapshot of understanding. Students also receive immediate feedback regarding their understandings.
Artifact 3: Kahoot!
Student Self Assessment
When one is working with technology it is important that they are self assessing their work and the products and information they are gathering. One area of questioning that I think is very important for intermediate and middle level students to gain an understanding is that of self assessing the products they are creating using information on the Internet. The artifact that I am including below is a student reflection handout. I had students complete this reflection handout after completing a research project using sources they found on the internet. This artifact is a way I was able to help guide students in applying self assessment tools to critique their own technology created product.
Artifact 4: Student Reflection Self Assessment
"[One] should have an understanding of technology tools that aid teachers and schools in assessing student learning and using assessment data to improve instruction and student learning."
Zaner-Bloser Online Center
Last year when I became a middle school teacher, my school began using a new writing program called Zaner-Bloser Strategies for Writers. This program has a online component that allows for students to have access to an online text, resources, and assessments. It is because of this programs ability to export assessments to students, collect data for teachers, and allow teachers to then analyze the collected data to improve instruction and student learning.
The element under this artifact I have included to is a sample of data collected from an assessment. This showcases how this program has become a tool for teachers to collect, analyze, and interpret data from student assessments.
Artifact 1: Sample Data *as given from the program
Rubicon Atlas Curriculum Mapping
Throughout the summer of 2014 and the 2014-2015 school year I worked with a group of Archdiocesan teachers to create and develop ELA curriculum. It was through the use of technology we were able to create and collaborate our ideas. The artifact I am showcasing is the program we used during our process. Rubicon Atlas is a program that allows for multiple people to work on the same document. Revisions, notes, edits are easily made to any curriculum map. The program also allows for teachers to collaborate. This is a key element to curriculum development, as not all teachers who are working on the creation process work within the same school.
Rubicon Atlas also has a place where assessments can be shared. Teachers than have access to analyze assessment forms, collect data, and provide feedback for further development. This program is aimed at supporting and improving instructional planning and implementing learning strategies.
Google Docs
My school has started this year to use Google Docs as a form of teacher collaboration, student collaboration, and student-teacher collaboration. Because we are still in the early implementation stages, this artifact fulfills the standards of collecting data and assessing student learning through the use of a new technology tool because students are in the early stages of submitting their assignments through this application. Teachers can then assess the assignment and provide immediate feedback. Also having both student and teachers using the tool fulfills the standard of having an understanding of the technology tools.
One way I have used Google Docs as a form of student-teacher collaboration is through communicating and creating agendas with the Student Government Association at my school. I am a moderator for the SGA and on a weekly basis the SGA president sends me the upcoming meeting agenda. I am then able to access the agenda, make suggestions, make additions, etc. as needed. We have also used Google Docs to plan events, write scripts for events, and plan other forms of announcements. The second artifact I have chosen is a screenshot of a Google Doc that was created to plan this years SGA Variety Show.
Artifact 2: Google Doc - SGA Variety Show - Student-Teacher Collaboration Example
Section II-B: Assessment of Technology
"When technology is used by students in the classroom, methods of assessment of students learning might be different."
For this standards I have chosen to showcase several artifacts. The first artifacts come from the Zaner Bloser online center. The second artifact is Kahoot. These artifacts support how I can use a variety of strategies for evaluating student-centered technology.
The third artifact is a student reflection handout. I had students complete this reflection handout after completing a research project using sources they found on the internet. This artifact is a way I was able to help guide students in applying self assessment tools to critique their own technology created product.
Zaner-Bloser Online Center
Teaching in the 21st century requires a teacher to approach not only instructional planning differently but also assessment. One way I have been able to take advantage of technology through assessments in my classroom is through the use of the Zaner-Bloser's online resources. Here I can create an assessment and export the assessment to my students. They can then use a device, laptop, or personal computer to complete the assignment.
The first element under this artifact I have included a PDF that provides a visual for what it looks like for a teacher to export an assessment. The second element under this artifact I have included is an additional PDF that shows collected data from an assessment.
Artifact 1: Export Process
Artifact 2: Data Sample
Kahoot
Kahoot is another artifact that I feel showcases how technology can change the methods of assessment teachers use in the classroom. Kahoot is an educational response system that mimics the set up of a game. A teacher is able to create a quiz using the program and then have students access the quiz using any device without being required to create an account with Kahoot. Kahoot then provides the teacher with a quick snapshot of understanding. Students also receive immediate feedback regarding their understandings.
Artifact 3: Kahoot!
Student Self Assessment
When one is working with technology it is important that they are self assessing their work and the products and information they are gathering. One area of questioning that I think is very important for intermediate and middle level students to gain an understanding is that of self assessing the products they are creating using information on the Internet. The artifact that I am including below is a student reflection handout. I had students complete this reflection handout after completing a research project using sources they found on the internet. This artifact is a way I was able to help guide students in applying self assessment tools to critique their own technology created product.
Artifact 4: Student Reflection Self Assessment