Section II- Assessment Planning
Section II-A: Assessment with Technology
Artifact: VBA Safety Quiz
Students enter seventh grade with a general knowledge of science safety procedures. I created a Safety Quiz using VBA and PowerPoint to assess the student’s knowledge of science safety. There are 10 questions in a variety of formats. Students are often confused by the questions with the map, but the immediate feedback orients the student to the layout of the room.
The quiz grades itself, and lets the student know the correct answer. This gives the student immediate feedback and allows them to review the correct answer. If the student fails the test with less than an 85%, they must take a retest. However, the student has already reviewed the correct answer, and the teacher has a printed record of the student’s first answer. In this way the teacher can help the student review any areas that are particularly confusing to the student.
Artifact: Bones and Muscles Flash Cards
Within Google Docs, there is a gadget from the spreadsheets called Flash Cards. It is easy to create flash cards using the teacher’s definition and exact vocabulary terms. Students can use these flash cards to review vocabulary and determine which terms have been mastered and which terms to focus their studies. I used these cards both in class and as a homework assignment prior to the quarterly assessment. Parents were also emailed the links and able to review the terms with their student. Parent feedback was positive- except for the discovery that the flash cards do not work well in Internet Explorer.
Flash cards have long been used in classrooms. My experience has been that student-created cards often contain phrases and words from the dictionary but have little meaning to the student. These teacher created cards use the same terminology that students are familiar with from class. Once students became familiar with the gadget, they were able to create their own cards for use with other classes.
Artifact: Fossum iPad Technology Needs Survey and Results
In planning my internship, I created a survey using Google Docs that would help me discover the skill level of the staff using both iPads and various Web 2.0 tools and iPad apps that can be easily incorporated into the classroom. Being new to the school, I asked many questions that would help me determine the skills, needs, and times for planning my staff technology sessions.
I sent the link out to staff several times, which helped me obtain 37 responses! Once the responses were in, I was able to view the results in the spreadsheet view by response and in chart form with the totals per question. I found the chart form to be most useful in this instance, as it gave a summary of responses and the bar graph allows needs to be easily assessed. From my responses, I have easily determined that there is a great need and desire for staff members to learn basic operation of an iPad. Students will be receiving theirs in January, and my teacher sessions will start quickly!
TF-IV.A Apply technology in assessing student learning of subject matter using a variety of assessment techniques.
TF-IV.B Use technology resources to collect and analyze data, intrepret results, and communicate findings to improve instructional practice and maximize student learning.
Section II-B: Assessment of Technology
Artifact: Going Green Webquest Lesson Plan
In ET 605, we created a rubric to assess student performance in all aspects of the processes of research, information gathering, and newsletter creation. Students are given the rubric in advance in an easy to understand question format. Students are graded on not only their newsletter information but also on the completeness of the page, their note taking sheet, and their ability to collaborate with their team mates in completing the research process and the newsletter completion. Students can grade their own work as well as the work of their group members prior to turning their assignment in for final grading.
Artifact: Texas Ecoregions Glog Rubric
My current district’s curriculum guide suggests that students create an online poster of information about a Texas ecoregion, researched with a different focus at 2 different points in the first semester of 7th grade. However, there was no information given on how students would create a glog or what information should be included. I created a sample glog for students on how to create a glog, and then created a rubric for grading their glog. The rubric gave students specific criteria for the information to be included in their glog, with point values possible for each individual item.
Students shared their glog in class through a gallery walk, and graded themselves first on an individual rubric. The web addresses were turned in to the teacher, and then I graded each glog alongside of the student’s grade. This enables the student to view their own assessment alongside of the teacher assessment. In the future, the student will be able to better gauge their achievement as compared to the teacher, so that improvement can be made in future projects, or in some cases students will not be so critical of their own work!
TF-IV.C Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.
Artifact: VBA Safety Quiz
Students enter seventh grade with a general knowledge of science safety procedures. I created a Safety Quiz using VBA and PowerPoint to assess the student’s knowledge of science safety. There are 10 questions in a variety of formats. Students are often confused by the questions with the map, but the immediate feedback orients the student to the layout of the room.
The quiz grades itself, and lets the student know the correct answer. This gives the student immediate feedback and allows them to review the correct answer. If the student fails the test with less than an 85%, they must take a retest. However, the student has already reviewed the correct answer, and the teacher has a printed record of the student’s first answer. In this way the teacher can help the student review any areas that are particularly confusing to the student.
Artifact: Bones and Muscles Flash Cards
Within Google Docs, there is a gadget from the spreadsheets called Flash Cards. It is easy to create flash cards using the teacher’s definition and exact vocabulary terms. Students can use these flash cards to review vocabulary and determine which terms have been mastered and which terms to focus their studies. I used these cards both in class and as a homework assignment prior to the quarterly assessment. Parents were also emailed the links and able to review the terms with their student. Parent feedback was positive- except for the discovery that the flash cards do not work well in Internet Explorer.
Flash cards have long been used in classrooms. My experience has been that student-created cards often contain phrases and words from the dictionary but have little meaning to the student. These teacher created cards use the same terminology that students are familiar with from class. Once students became familiar with the gadget, they were able to create their own cards for use with other classes.
Artifact: Fossum iPad Technology Needs Survey and Results
In planning my internship, I created a survey using Google Docs that would help me discover the skill level of the staff using both iPads and various Web 2.0 tools and iPad apps that can be easily incorporated into the classroom. Being new to the school, I asked many questions that would help me determine the skills, needs, and times for planning my staff technology sessions.
I sent the link out to staff several times, which helped me obtain 37 responses! Once the responses were in, I was able to view the results in the spreadsheet view by response and in chart form with the totals per question. I found the chart form to be most useful in this instance, as it gave a summary of responses and the bar graph allows needs to be easily assessed. From my responses, I have easily determined that there is a great need and desire for staff members to learn basic operation of an iPad. Students will be receiving theirs in January, and my teacher sessions will start quickly!
TF-IV.A Apply technology in assessing student learning of subject matter using a variety of assessment techniques.
TF-IV.B Use technology resources to collect and analyze data, intrepret results, and communicate findings to improve instructional practice and maximize student learning.
Section II-B: Assessment of Technology
Artifact: Going Green Webquest Lesson Plan
In ET 605, we created a rubric to assess student performance in all aspects of the processes of research, information gathering, and newsletter creation. Students are given the rubric in advance in an easy to understand question format. Students are graded on not only their newsletter information but also on the completeness of the page, their note taking sheet, and their ability to collaborate with their team mates in completing the research process and the newsletter completion. Students can grade their own work as well as the work of their group members prior to turning their assignment in for final grading.
Artifact: Texas Ecoregions Glog Rubric
My current district’s curriculum guide suggests that students create an online poster of information about a Texas ecoregion, researched with a different focus at 2 different points in the first semester of 7th grade. However, there was no information given on how students would create a glog or what information should be included. I created a sample glog for students on how to create a glog, and then created a rubric for grading their glog. The rubric gave students specific criteria for the information to be included in their glog, with point values possible for each individual item.
Students shared their glog in class through a gallery walk, and graded themselves first on an individual rubric. The web addresses were turned in to the teacher, and then I graded each glog alongside of the student’s grade. This enables the student to view their own assessment alongside of the teacher assessment. In the future, the student will be able to better gauge their achievement as compared to the teacher, so that improvement can be made in future projects, or in some cases students will not be so critical of their own work!
TF-IV.C Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.