Session 40 min presentation
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This document discusses using digital tools for authentic assessment. It provides examples of using tools like Kahoot, Padlet, and Infuse Learning for pre-assessment to gauge student understanding. Formative assessments mentioned include Twitter, fake texts, and ThingLink. The document also provides ideas for summative assessments allowing students to demonstrate skills and knowledge through projects using tools like Animoto, Audacity, and paper slide videos. Rubrics are recommended for assessing student mastery of standards rather than proficiency with the digital tools.
Session 40 min presentation
- 2. Kati Searcy Twitter: @katisearcy Website: katisearcy.weebly.com AUTHENTIC ASSESSMENT WITH DIGITAL TOOLS
- 3. When you think of assessment, what comes to mind?
- 6. Meaningful ways for students to demonstrate their learning Fresh strategies to get you and your students excited about assessments PURPOSE
- 8. I should probably find out what my students know before I start planning. Pre-Assessment
- 12. 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 HIGHER-LEVEL QUESTIONING
- 14. PRE-ASSESSMENT INFUSE LEARNING Raise thelevel of questioning
- 15. FORMATIVE ASSESSMENT What adjustments need to be made?
- 16. Newspaper Clipping Generator Type textin a word document Copyand paste at fodey.com Save newspaper article as jpg Paste jpg onto word doc Enlarge jpg tofull page size
- 18. TWEETING
- 20. FAKE TEXT
- 21. F粥悪掘京或或悪
- 23. THINGLINK
- 26. Less focused on specific skills or information Allows students to demonstrate a range of skills and knowledge SUMMATIVE ASSESSMENT
- 28. 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
- 29. Animoto
- 30. Radio advertisements Book reviews Historical fiction Illustrated poetry Comparing/contrasting Literature circles / Book Club IDEAS FOR USING ANIMOTO
- 32. 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 all of these with a real-world audience. HOW DO STUDENTS DEMONSTRATE WHAT THEY HAVE LEARNED?
- 34. Within PowerPoint Insert Audio Record Sound TO RECORD AUDIO
- 35. AUDACITY http://sourceforge.net/ Download Audacity AND The Lame File (mp3) Record using Audacity Edit Save as mp3 ~ Insert - Audio
- 36. Identify the standard THEN Identify the technology that best will demonstrate mastery of that standard. DONT PUT THE CART BEFORE THE HORSE.
- 37. Explain the key events and people of the Civil Rights movement.. ROSA PARKS
- 38. Choose a subject Brainstorm the facts (in order, if applicable) Start the first line with a four-beat rhythm Rhyme a second line LETS WRITE A POEM .
- 39. December 1, 1955; what a great day to be alive. Rosa Parks got on the bus; thats what started all the fuss. She sat down in the middle section , black and white intersection White gets on and pays his money ; there was no seat, not too funny Do dah dippity black , Do dah dippity white Take your side, what is right? Take your side, start the fight. Bus driver yells, get outta that seat ; Stand up colored, get on your feet Rosa refused to even move ; the bus drivers not with that groove Rosa is arrested and thrown in jail , but thats not the end of this here tale !
- 41. S
- 42. Start and end with the same chord.
- 43. Play the music students composed while students sing (or rap) the lyrics they wrote. Record all of this in Audacity.
- 44. The King of England made a rule ~ The pilgrims thought it wasnt cool The King said to worship his own way ~ So the pilgrims went away Break.. Off to Holland they did go ~ Got no jobs, they were po Their children started speaking Dutch ~ Their parents didnt like it much Break.. Back to England on a ship ~ Started on a risky trip The Mayflower was a small boat ~ They hoped that it would stay a float Break.. Six ty -six days at sea ~ Sick, cold and hungry They got to land, made a compact ~ Yes, they did, thats a fact Break.. Off the ship and on to land ~ Prayed to God, knelt in the sand Pilgrims Pilgrims Pilgrims Pilgrims
- 45. 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
- 46. No King James We wont go Church in England We wont go New world now On a ship Stinky crowed scary trip Speedwell broke Mayflower now Its a very long, long trip But theres one thing That you should know What does the pilgrim say?
- 47. New new new new new new world Wampa Wampa Wampa noag Chopping chopping chopping trees What does the pilgrim say? Building building building homes Planting planting planting corn Smoking smoking the peace pipe What does the pilgrim say?
- 48. WHAT DOES THE PILGRIM SAY ?
- 49. Standard: SS4H4 The student will explain the causes, events, and results of the American Revolution.
- 50. One-take video method Collaborative Student-designed Standards-based Engages all learners of all abilities Appropriate for all grade / subjects PAPER SLIDE VIDEOS
- 52. Colonist: That aint fair. No taxation without representation. King George: Im going to make the rich, richer and the poor poorer. Pay the taxes.
- 53. Colonist: You cant just come in my house. British Soldiers: Yes we can. We think you have smuggled goods in here. Oh, yes, look, you are drinking tea !
- 54. PILGRIM JOURNEY
- 57. Score student mastery of the standard, not... A WORD ABOUT RUBRICS
- 59. Our goal should not be proficiency in the use of the app or program it, instead, should be the mastery of the learning objectives.