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Using Technology for both Formative and Summative Assessments
You will use a course
to demonstrate that you have gained new knowledge in using technology tools in assessments. To show this you will need to provide the following:
of your assessment tool
A written explanation of the process you used to develop the tool: This should be a step by step description of the development. A teacher should be able to read this explanation and replicate the process.
A written reflection of how the technology tool can be used as both a summative and formative assessment in your classroom: This portion should be no longer than 2 pages. You will need to include: An overview of your new knowledge as result of this process, how the tool you developed could be used as a formative assessment tool, and how the tool you developed could be used as a summative assessment tool.
Each tool listed below will help each of your students demonstrate their new understandings in creative and meaningful ways. As you look at each tool, think about how you can use the tool as either a formative and summative assessment to determine you students understanding of course objectives.
Blog (Weblog) -
Set of personal commentaries on issues that the author deems important. Can contain text, images, and links to video's or other resources found online. Purpose is to share knowledge or information and reflect and participate around a topic. This tool allows for online reflection in a journal format within an environment that invites collaboration.
Idea: Students could use their blog to reflect on their assignments thinking about what they feel positive about, what they need to do to improve, and what actions steps they plan to take before the next assignment or final exam. Students could then read and comment on each other’s posts to expand the learning.
Practice editing a blog by playing around in our
Mrs. Cassidy's Classroom Blog
The Teaching Palett
Learning is Messy
- Web page that allows readers to collaborate with others in writing and sharing of information and resources.Contains text, images, and links to other resources found online. Purpose is multifaceted, for example to collaborate on problem solving activities, encourage peer editing, develop portfolios, etc. Wikis are online documents that can be edited by anyone with access to the page. The tool could be useful for collaborative writing.
Wikis in the classroom
Presentation, wikis in the classroom, handouts
Wikispace for conference
Wiki in a K12 Classroom
Of Mice and Men
Terry the Tennis Ball >
More examples (List)
Several Web sites display video created with a digital camera, such as a flip video camera or cell phone.
UMW's InstructionalDesign Group
Here is a
video providing some ideas
for usng the flip video camera in a classroom. Remember, you can check this camera out at the CGPS library.
- This tool allows for interactivity. Students can come to the board to write ideas and answers. They can work on problems at the board. In a science class, for example, you can even hook a microscope to your computer, project it to the board and have students come up and identify parts of a cell. Information on the board and computer screen can be saved for future reference.
activities and help
activities and help
- interactive math activities
Engaging learners the smartboard way
Smartboard lesson ideas
Student Response System (Clickers) -
Provides you with opportunities to actively engage your students and easily assess student achievement. Ask a question and students respond using a clicker. This technology allows teachers to:
Assess students’ understanding of the subject matter.
Receive immediate feedback and reinforcement for what is being learned.
Get shy and under-prepared students to participate.
Poll students’ opinions and preferences instantly.
Observe student misconceptions.
Encourage peer instruction.
Create a quiz
- Distributes multimedia files via the Internet. You can play over the Internet or download to a MP3 player. Files can be video, music and speech, or just speech.
Idea: Record yourself reading your students paper so that the students can hear the organization, sentence fluency, etc. of their writing. Pause when needed to ask questions, give a few suggestions and prompt the student to reflect. You could email or save the files to each student’s thumb drive for pick up or have them access the Web site to hear or download.
Idea: You could do a screencast of student work where you can record audio feedback as you manipulate each student’s work. screencasts are a great way to give feedback or even for students to express understandings about a particular concept or procedure.
Provides an opportunity for your students to express ideas through images and text.
(if you can draw)
idea: creating comics provides opportunities for students to compose their own comic strips for a variety of contexts (prewriting, pre- and postreading activities, response to literature, making sense of difficult concepts, etc.
Create a Digital Story
- Provides a way for your students to tell a personal narrative or story about what they just learned. Storytelling is an effective learning tool. Storytelling can be directly linked to a reflective learning processes.
Art history using Flickr
Marie Anotinette timeline
Concept Map -
Helps to develop higher order thinking skills.
(must copy code and paste into a Web page)
- created with MyStudiyo
Create a Poster
- Provide opportunities for your students to demonstrate what they have learned by creating a digital poster. Thought goes into planning and creating a poster. Your students will need to identify what is important to include in the space, what images best convey their meaning, how to place the images to best convey their meaning, as well as think about layout, colors, and theme. The poster-maker has to decide what and how much text to include. It is also important for your students to decide what images to use and their placement. As students plan for their poster they must do some library research and collect important information. Then they must write and express information through images, video, and text, all using digital technologies.
assessment and rubric information
help on how to format text
Turn off "Getting Started"