Chapter 10:
Assessing Meaningful Learning and Teaching with Technologies
This chapter argues that authentic
learning must also include authentic assessments. As I read the first part of
this chapter, I began to notice similarities or I guess relationships between
performance assessments and performance indicators. The district I work with
adopted a new scope and sequence of skills we have to follow. A major part of
it deals with performance indicators which are non-negotiable. These performance
indicators are exactly what the book describes as being authentic. The student
has to produce to show the skill or skills they were taught. Under the topic Technology-Based Assessments, they also mention
that large amounts of data can be processed in order to be analyzed but formatively speaking. I will have to
agree with this information. It has been very helpful to receive immediate
feedback after running scan sheets to see how my students performed on any
given assessment. Some of these assessments though, are used as grades.
I was particularly interested in the
rubrics section of this chapter. Having taken an official Assessment class during the previous semester, I began to generate
them a little better. Creating effective rubrics can be very challenging; I quickly found out. Another section of this
chapter discusses two categories of technology-based tools. The first tool is
rubric banks and the second is rubric generation. One word of caution is to
first analyze and evaluate rubric samplings that are offered online. Teachers
have to match the rubric to the standards and performance that is needed for
that particular skill. On page 240 of the text, there is a list of rubric
generators. I only recognized Rubistar because I have used it only once or
twice in the past. This is one of the tools I wish to explore further to
support my learning.
E-porfolios are also discussed in
this chapter. I am in total agreement with this section. But one of my major
challenges is that my students are not well versed in technology. It makes it
very difficult for me to have them engage in a simple writing assignment on a
Word document when they can’t even type. This is the second tool I am interested
in learning more about. I am not well informed on how to implement e-portfolios,
and consequently I am very interested in this portion as well. Unfortunately, e-portfolio
software would have to be purchased. One of the sites the book offers is www.digication.com/k-12.
Another section in chapter 10
addresses using the clicker as an assessment tool. The clicker looks like a TV
remote control. Students can respond using the clicker. The results are
transmitted to a computer that may display the outcomes on a screen. I just
received clickers to use with my students but I have not learned how to use it.
This is another tool I am very interested in using with my students before the
school year is over. I also learned about Online Environments with Embedded
Assessments; It’s an interactive tool that automatically assesses students as
they engage in the activity. This chapter was very helpful, and the two tools I
would like to learn more about are the online rubric maker and the clicker.
Rubrics are a new concept for me. They did not have them when I was an undergrad. I like it from a students view point as the instructors expectations are well laid out. As an instructor it is probably a little more work at first, but in the end it makes you think through what it is you are trying to accomplish with an assignment and if it will meet your expectations.
ReplyDeleteI did not learn to type until I was 14. My Boys had to take keyboarding in 7th grade in California during the late 80'S. My youngest daughter was born in 1990 and was using my computer with the mouse at the age of 3. By the time she could read, she was very familiar with the keyboard. I believe that is how she learned the alphabet.
I would think in this day and age, children should be getting key boarding no later than 5th grade? I can appreciate your frustration then.