1. 1. We must look for meaningful ways for students to demonstrate their learning Fresh strategies for assessing might add a little excitement for both student and teacher! PURPOSE OF ASSESSMENTS
2. 2. Pre-Assessment This should be done BEFORE you begin planning your lesson or unit. Formative This should be used to modify lessons and activities Summative This should be done at the conclusion of the unit, quarter, semester, or school year. TYPESOF ASSESSMENT
3. 3. Immediate and comprehensive feedback for students and teachers Provides data that can be used to driveinstruction Improves student engagement- THEY ARE HAVING FUN! Flexible testing environment: in class, at home Easy to administer Reduced grading time- YAHOO! Why UseTechnology Tools for Pre-Assessment?
4. 4. Kahoot Answer Garden Socrative Padlet PRE-ASSESSMENT OPTIONS
5. 5. PRE-ASSESSMENT KAHOOT
6. 6. PRE-ASSESSMENT ANSWER GARDEN
7. 7. PRE-ASSESSMENT SOCRATIVE
8. 8. PRE-ASSESSMENT PADLET
9. 9. Discuss the pros and cons of __________. How can you compare the different parts of _________? What are the advantages and disadvantages of __________________________? Why do you think _________? How is ______________ related to ____________? PRE-ASSESSMENT DONTBE AFRAIDTO GO FOR HIGHER-LEVEL QUESTIONING
10. 10. FORMATIVEASSESSMENT What adjustments need to be made?
11. 11. Newspaper Clipping (Fodey.com) Fake Texting (ifaketext.com) Chatterpix Comic Strip (ComicLife) Fakebook Animoto FUN OPTIONS FOR ASSESSMENT SHOW WHAT YOU KNOW
12. 12. Newspaper Clipping Generator
13. 13. FAKE TEXT
14. 14. CHATTERPIX(IPAD)
15. 15. FAKEBOOK
16. 16. Animoto
17. 17. HTTP://ANIMOTO.COM/EDUCATION/CLASSROOM
18. 18. Radio advertisements Book reviews Historical fiction Illustrated poetry Comparing/contrasting historical figures Using primary documents IDEAS FOR USING ANIMOTO
19. 19. http://remixingcollegeenglish.wordpress.com/tag/summative-assessment/
20. 20. Create a PPT listing 5 facts about events related to the civil rights movement in Birmingham, AL in 1963. Create a documentary that will air on the Student History Channel. Your topic: The civil rights movement in Birmingham, AL 1963. Use primary documents. HOW DO STUDENTS DEMONSTRATE WHAT THEY HAVE LEARNED? OR
21. 21. Create a poster listing five facts about events related to the World War II Japanese Internment Camps. OR Write a letter from the Japanese Internment Camp where you are being held hostage. Record yourself reading this letter. What message would you leave on the wall in the camp? Create a 12x12 poster for our classroom wall. Share with a real-world audience. HOW DO STUDENTS DEMONSTRATE WHAT THEY HAVE LEARNED?
22. 22. AUDACITY OR AUDIOBOOM http://sourceforge.net/ DownloadAudacity AND TheLameFile(mp3)
23. 23. Identify the standard THEN Identify the technology that best will demonstrate mastery of that standard. DONT PUT THE CART BEFORE THE HORSE.
24. 24. BIG HUGE LABS HTTP://BIGHUGELABS.COM/POSTER.PHP
25. 25. MORE FUN WITH BIG HUGE LABS Motivating Posters, Mosaics, Magazine Covers, Pop Art posters, Movie Poster, Photobooth Strip Jigsaw and so much more!
26. 26. 1. Assign Concept 2. Brainstorm 3. Poem (rhyming) 4. Create the music using Jam Studio 5. Record students using Audacity 6. Add costumes (optional) 7. Add movement 8. Film students while recording plays and they sing along 9. Share with real-world audience (upload) MUSIC VIDEOS
27. 27. S
28. 28. Start and end with the same chord.
29. 29. Karaoke Version of Popular Song (No advertisement)
30. 30. What Does the Fox Say? Change to: What Does the Pilgrim Say? Brainstorm concepts Write rhyming poem (refer to karaoke) Students sing with karaoke and are recorded in Audacity Students decide on choreography Students are filmed singing and moving while audio recording is playing
31. 31. Our goal should not be proficiency in the use of the app or program it, instead, should be the mastery of the learning objectives.
32. 32. One-take video method Collaborative Student-designed Standards-based Engages all learners of all abilities Appropriate for all grade / subjects PAPER SLIDE VIDEOS
33. 33. START SIMPLY!-PAPER SLIDE VIDEOS- PLANNING AND DISCUSSION WITH GROUPS HELPS MEMORY!
34. 34. RUBRICS ASSESSING DIGITAL PRODUCTS
35. 35. Score student mastery of the standard, not... A WORD ABOUT RUBRICS
36. 36. Best Practices Process: Demonstrate personal use during class lesson Work collaboratively during a lesson Allow students to discover and create independently Provide rubric prior to assignment if using for a grade DIFFERENTIATION: Color coded directions can help group students based on ability, interest, topic, or task (example copies provided) TECHNOLOGY CENTERS
37. 37. Problem/Question based Students do not know the answer before they begin Share and discuss new knowledge Example: What is a simple machine? Which simple machine would be most helpful if you needed to escape from a pit? Safe search engine: GoGooligans.com (kid friendly, safe, no ads) Virtual manipulatives (for math: nlvm.usu.edu) (for science: edheads.org) DISCOVERY ACTIVITIES
38. 38. Synthesize knowledge/skills to create an original product Different work, not more work (Higher order thinking skills required) Creations should be shared with an audience (not just the teacher!) Example: Write a newspaper article that demonstrates your understanding of the events and story sequence in chapter 11 when Charlotte first writes in her web. Digital storytelling Blogging Voice recording Movies Presentation Software (PPT, Prezi, Animoto, etc.) CREATION ACTIVITIES
39. 39. Kati Searcy Twitter: #katisearcy Website: katisearcy.weebly.com AUTHENTIC ASSESSMENT WITH DIGITAL TOOLS