Alternate Assessments

Michelle D. Davis Colonial IU 20

Objectives

Identify ways in which to use to alternate assessments

Choose appropriate alternate assessments for classroom use

Demonstrate use of alternate assessments in the classroom

What are some ways you incorporate technology into

alternate assessments?

•2 currently used

•2 would like to use

Multiple Means of Instruction

-flexible instructional materials, techniques, and strategies that empower educators to meet diverse learner needs.

-designed from the outset to meet the needs of the greatest number of users, making costly, time-consuming, and after-the-fact changes to curriculum unnecessary, incorporating technology along the way.www.cast.org

Multiple Means

Multiple means of representation, to give learners various ways of acquiring information and knowledge

Multiple means of expression, to provide learners alternatives for demonstrating what they know,

Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.

Our focus…

Multiple means of expression, to provide learners alternatives for demonstrating what they know.

http://teachertube.com/viewVideo.php?video_id=57145&title=7th_Grade_Alternative_Assessments

Assessments using Technology

Podcasting Wikis Online discussions E-books Student made videos

Podcasting Uses

Re-reading of text for fluency and accuracy Practice speech sounds or foreign

language skills Alternative to oral class presentation Recording of student made song or rap Recording of student news or radio

broadcast Voice output as an alternative to written

answers

Podcasts in the classroom

Wiki Uses

Posting of student work (papers, audio, video, discussion)

Online and ongoing discussions Alternative to research paper, have student

produce a wiki about topic Allow students to start notes and pre-

research on wiki for teacher to monitor progress

Way to include kids at home sick, on homebound, or in alternative setting

Student Created Wikis

http://core1science.wikispaces.com/

http://bluescience.wikispaces.com/

http://mendellstudentwikis.wikispaces.com/

Online discussions

Through use of wikis or discussion boards…. Discuss topic for the day or week Post a video, audio, or picture for

discussion, everyone posts response Talk about acceptable posts, discuss

appropriate behavior, consequences, respect, etc…

E-books

Alternative to research paper Alternative to book report Have students narrate to record and

practice fluency Create own as a writing task, complete

with pictures

Let’s take a look at

Photostory Book report Research project Oral presentation Reading

fluency/accuracy Advertisement

Let’s take a look atPowerpoint Autobiography Music video Book report Research paper Practice reading

fluency Vocabulary work

Student made videos

Alternative to written composition Pair with written work Documentary Commercial for persuasive writing Movie making for works of fiction

Creative Commons

Give credit where credit is due

Go to sites:http://pics4learning.com

http://commons.wikimedia.org/wiki/Main_Page

www.photopy.com

http://freeaudioclips.com

www.podsafeaudio.com

Rubrics

http://rubistar.4teachers.org http://www.rubrics4teachers.com/ http://www.rcampus.com/indexrubric.cfm

Alternate assessments require alternate grading

Digital Storytelling : Middle East Current Event Podcast

CATEGORY 4 3 2 1

Point of View - Awareness of Audience

Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience.

Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience.

Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience.

Limited awareness of the needs and interests of the target audience.

Voice - Conversational Style

Uses a conversational style throughout.

Uses a conversational style the majority (85-95%)of the time

Uses a conversational style most (70-84%)of the time.

Presentation style is primarily monologue.

Point of View - Purpose

Establishes a purpose early on and maintains a clear focus throughout.

Establishes a purpose early on and maintains focus for most of the presentation.

There are a few lapses in focus, but the purpose is fairly clear.

It is difficult to figure out the purpose of the presentation.

Event Covered the event thoroughly and provided a setting to the event

Covered the event in some detail and provided a somewhat of a setting.

Covered the event but left out detail. Provided a vague setting.

Event covered was vague as well as the setting.

Background Provided a background setting using at least 3 sounds. Sounds were relevant to the setting.

Provided a background setting using at least 2 sounds. Sounds were relevant to the setting

Provided a background setting with 1 background sound. Sound was relevant to the setting.

Did not provide a background sound to enhance the setting.

Voice - Pacing The pace (rhythm and voice punctuation) fits the story line and helps the audience really "get into" the story.

Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience.

Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged.

No attempt to match the pace of the storytelling to the story line or the audience.

Multimedia Project : Class Wiki- Louisiana Purchase Wiki Page

CATEGORY 4 3 2 1

Content Covers topic in-depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Organization Content is well organized using headings or bulleted lists to group related material.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.

Content is logically organized for the most part.

There was no clear or logical organizational structure, just lots of facts.

Mechanics No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.

Sources Source information collected for all graphics, facts and quotes. All documented in desired format.

Source information collected for all graphics, facts and quotes. Most documented in desired format.

Source information collected for graphics, facts and quotes, but not documented in desired format.

Very little or no source information was collected.

Originality Product shows a large amount of original thought. Ideas are creative and inventive.

Product shows some original thought. Work shows new ideas and insights.

Uses other people's ideas (giving them credit), but there is little evidence of original thinking.

Uses other people's ideas, but does not give them credit.

Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentaion content.

Presentation Well-rehearsed with smooth delivery that holds audience attention.

Rehearsed with fairly smooth delivery that holds audience attention most of the time.

Delivery not smooth, but able to maintain interest of the audience most of the time.

Delivery not smooth and audience attention often lost.

Requirements All requirements are met and exceeded.

All requirements are met.

One requirement was not completely met.

More than one requirement was not completely met.

Multiple Means and Alternate Assessments is about providing a choice to students.

“We know that equality of individual ability has never existed and never will, but we do insist that equality of opportunity still must be sought.”

Franklin D. Roosevelt

Let’s put our ideas into practiceYour mission:

Design three alternate assessments for a unit of your choice:

Pennsylvania history Volcanic activity across the earth English literature- book of your choice Finding the Mean Music theory Character analysis

Challenge yourselves and your colleagues

Change your thinking from “one size fits all”

to “how can I adjust this lesson to provide some choices for students?”

Resources

http://udl.wiki.ciu20.org http://udltechtoolkit.wikispaces.com http://udl4all.pbworks.com/ http://udlstrategies.wikispaces.com http://udl-stuff.wikispaces.com

Thank You!

Michelle D. Davis

Colonial IU 20