1. Blended e-Assessment: Capturing student learning

2. Same, Same; but Different 3. What this is.What this isnt.A different way of thinking, Same, same; and not differentawareness and approach.thinking; status quo.Is a practical way of using the Throwing the baby out with thebest of what we currently dobathwater.and tweaking it a little with theaide of technology. Loading more on top of ourWorking smarter; not harderalready busy workloads. 4. SoDo we want fear to stop us from moving forward?Or do we want to get stuck-in and have a go?Do we want to have information/data everywherethat we cant keep track of?Or do we want to have a way of keeping it alltogether, so we can access it easily?Do we want to feel as though we arent quiteachieving what we want to?Or do we want to make a positive difference toour learners as well as the way we teach andassess? 5. Intentions of this workshopWe are charged with making OTJs in Numeracy and Literacy. This workshop will showcase and assist us to further explore how wemight optimize and integrate the use of technologies to captureevidence of student progress and achievement as a part of ourformative assessment classroom practices. It will also explore how technologies can be utilized within theassessment moderation process. It will also explore how we might do so in a manner that activelyinvolves both the student and their whanau. Explore means of managing/storing evidence for making an OTJ. 6. Procedure for this learning Information on Formative Assessment Information on OTJ Requirements Teaching, then playtime with differenteTools to assist us in capturing studentlearning in relation to the NZC Standards Demonstration on ways of engagingwhanau in the process. Example of means of collating and storingassessment data. Question time. 7. Assessment is for thepurpose of improvingstudent learningNZC 8. Characteristics of Effective AssessmentBenefits studentsInvolves studentsSupports teaching andlearning goals Is planned and communicated Is suited to the purpose Is valid and fair 9. What is Formative Assessment? 10. Knowledge of the LearnerLearningConversationsObservations Assessments OTJ 11. Making An Overall Teacher Judgment(OTJ)Making an OTJ involves drawing on andapplying the evidence gathered to aparticular point in time in order tomake an overall teacher judgementabout a students progress andachievement in relation to the NZCurriculum Standards. 12. Healthy OTJ Pyramid Tests/assessments Usesometimes Observations Use OftenUse Most Learning Conversations 13. An OTJ also needs to made based on:What the student can do independently, most of the time.Cross text-type/strand evidenceMultiple sources of triangulated evidence.Cross curricular evidence. 14. It is not now adequate to keep all this information in our head; weneed to havejustifiable evidence. 15. But hang on a minute 16. How are we going to manage all this? 17. Do we want to end up like this atthe end of each day?? 18. We need to find a way of working smarter; not harder. Scrooge McDuck 19. FormativeAssessment Practices 20. Tools we will look at 21. Wallwisher: An online noticeboard where people canshare information and ideas with others. Images, videosor audio links can be added to the wall. 22. What ICTs or eLearning tools areyou currently using within yourFormative Assessment Practices,and how are you using them?Eg: voice recordings using phone, StudyLadderAdd your contribution to the wallwisher 23. Take 3 mins to look through these examples andconsider how you could use Wallwisher to collateevidence of student learning and achievement. Shareyour ideas with the person next to you.A wiki showing different uses of Wallwisher inEducation32 interesting ways to use Wallwisher in theclassroomClick here to have a go at making your ownwallwisher.Add a comment with either audio, an image orvideo. 24. Twitter micro bloggingTwitter is a free social networking and micro-blogging tool.Tweets can be sent (up to 140 characters + video or photolinks) via phone, instant messaging, or from a computerusing a third party application such as Tweetdeck orHootsuite.It has been used in High School contexts for students totext-in summarising notes around lessons or readings.Tweets can also be in the form of a question that studentsanswer. Alternatively students pose the questions based ontheir learning needs.Tweets can also be embedded into a class blog.Information on getting started with Twitter100 ways to use Twitter in Education 25. VoicethreadA collaborative,multimedia slideshow thatholds documents, media and videos.It allows people to navigate slides and leavecomments in 5 ways: voice (mic or phone),text, audiofile or video (via webcam).A voicethread can be shared with others forcollaboration. 26. Voicethread used FormativelyLets have a look at an exampleUse your handout to place where you think each example wouldsit in relation to the NZC Standards 27. How might each of the Voicethread mathsexamples link with the NZC Maths Standards?After 3 yearsEnd Year 4 End Year 5End Year 6Apply basicApply basicApply additiveAdditive andaddition facts and addition and and simplesimpleknowledge of subtraction facts, multiplicativemultiplicativeplace value andsimple strategies andstrategies flexiblysymmetry to: multiplication knowledge ofto:Continue orfacts, and symmetry to:Combine orpartition wholeknowledge of Combine orpartition wholenumbersplace value andpartition whole numberFind fractions ofsymmetry to: numbers , includingsets, shapes and Combine or Find fractions of performing mixedquantities partition wholesets, shapes andoperations and numbersquantitiesusing addition and Find fractions ofsubtraction as sets, shapes and inverse operations quantities.find fractions ofsets, shapes, andquantities 28. Have a go with adding acomment to this Voicethread https://voicethread.com/share/3314769/(You will need to sign in)Next: Have a go at making avoicethread of your own and invitingsomeone from our workshop to comment in it.(You will need to sign in)http://voicethread.com/ 29. Voicethread - take 3 mins to look through some ofthese examples. Suzie Vespers wiki on using VoiceThread Wiki on Voicethread in Education http://voicethread.com/?#q 26 ways to use Voicethread Explanations: http://voicethread.com/?#q.b409.i848804 http://voicethread.com/?#q.b908650.i4836718 EXAMPLES: Using voicethread for ESOL Learners 5 STEP WRITING PROCESS: STUDENT EXAMPLE OF HOW THEYHAVE USED IT USING VT:http://voicethread.com/?#q.b12295.i79991 30. A couple of tools for self andpeer feedback, or recordinglearning conversations. Vocaroo Jing Wordle/Taxedo 31. VocarooA fabulously easy tool to use to record learning conversations,moderate running records, etc. Recordings can be easilydownloaded to MP3 without hassles. Have a little play with using it. Vocaroo.com 32. Lets have a play with usingvocaroo for running recordmoderation purposes.(see handout) 33. Jing can be used to: record feedback on student learning forstudents to access later, take a screenshot to share, Record tutorials (similar to Khan Academyapproach) record learning conversations/conferencing, Hyperlink or embed into other platforms eg:eportfolios.Nikole maths example 34. www.wordle.net /www.tagxedo.com are sitesthat create a word clouds of any pasted text,with the highest frequency word appearing thelargest. 35. Play timeClick here to have a play in wordle or herefor tagxedoTask:Copy each piece of student writing andplace it into the wordle (one at at time).What next step feedback would you give tothe student? (see next slide for writing) 36. Place each story into a wordle. What next steps wouldyou give the students?1:One morning I woke up and I was turned around in my bed. Then I fell off! I walkeddownstairs and I almost fell over my dog. Next I fell asleep in my weetbix and mybrother stole my toast!Then I had to walk to school because our car ran our of gas. I was late for schooland I got stuck outside in the rain! Guess what? I really didnt like this day at all.2:You should never race a cheetah. Do you know why? Because youll always lose.Thats because cheetahs are very fast runners. They can run up to 75 miles perhour.The cheetah gets its food by running. But sometimes the lion takes over and grabsthe food. Thats mean!Cheetahs are carnivores. That means they eat meat. Their prey are gazelles androdents. The cheetah lives and finds food in Africa.The cheetah and lion eat each other. If the cheetah is weaker, the lion eats thecheetah, and its the same with the other.The cheetah has up to three to five babies. The cheetah has larger litters than othercats, but on average only two cubs live into adulthood. Cheetahs are amazing. Ihope you like cheetahs. I know I do! 37. Showing learning progressions inwriting. 38. Telescopic sentencesThis is a great tool that can be used within student writing tohelp them edit/extend their sentences. Information can then bekept using a hyperlink or Jing learning conversation to showlearning progression.Example with Ameila via Jinghttp://ossroom1.blogspot.co.nz/2011/09/telescopic-text-model.htmlClick here to have a go at creating one of your own 39. Etherpad (no log-ins required)This is an online collaborative writing tool thatallows for chat/feedbackLets have a look at an example of it being used.You could also have one pad per student over aterm to show their writing progress.Lets have a look at how we make an Etherpad 40. onView -> Toolbars -> Reviewing -> Track changes -> Accept changesCourtesy Jill Hammonds, CORE 41. Need to go to the review menu first.offCourtesy Jill Hammonds, CORE 42. Add/insert a comment in wordor google docs 43. BloggingCan be used like an onlinereflective journal 44. Choosing a Platform Blogger is a free, online blogging tool that is particularly usefulfor inexperienced or first-time users because of its ease ofuse. You need to have a gmail account. Edublogs is a free, online blogging service created specificallyfor educators with no advertising and a host of customisablefeatures. 21Classes is a free hosted service that allows teachers to easilyset up and manage a multi-user blog environment forstudents. Wordpress is a free, hosted blogging sevice offering advancedfunctions that are useful in a class or school environment. 45. And a couple of great sites to explore to see how Blogsare being used take a few moments to explore theselinks. http://www.cloverlea.school.nz/?page_id=708 Voicethread in a blog: http://voicethread.com/?#q.b3063383.i16222961 http://frimleyjuniorschooldiscovery.blogspot.co.nz/ Using blogger in Formative assessmentshttp://softwareforlearning.tki.org.nz/Snapshots/Blogger Clare Amos english blog:http://englishwithamos.pbworks.com/w/page/19096996/Your%20English%20Blogs Teacher using blogs in maths to communicate with parents around the learning: http://frimleyacceleratedmaths.blogspot.co.nz/ Connecting with parents to extend learning via blog:http://fsturfrey.blogspot.co.nz/2012/05/room-8-loved-having-conversation-with.htmlGoogle blog: Google Blog: http://bling4yrblog.blogspot.co.nz/ 46. Beeclip EDU Free online scrapbooking tool that can collate studentlearning. It can also be embedded into an eportfolio platform. 47. Google sites A platform that a lot of schools are now using as their ePortfolios.VLN discussions on use of Google SitesYou tube clip on creating a google site 48. RubiStarAn example of a rubric on reading andanalysing information 49. Survey Monkey(Free sign in)It can assist in check-pointing where student arewith their learning, or to gauge their attitude(similar to eAsstle attitudinal surveys).NOTE: Google docs also has this facility 50. Cellphone, ipads or videocamerasThese are fabulous tools because they allowfor instant and unobtrusive data gathering.This is one teachers reflection about howshe began using her cellphone to recordstudent learning in maths 51. An example of tools in action; linked withNZC Reading Standards 52. ebooks and book reviewsOxford Owl 53. Book reviewshttp://vocaroo.com/ 54. Compare/contrastEvaluateSOLO TAXONOMYExplain causesTheorise(after Biggs and Collis 1982)SequenceGeneraliseClassifyPredictAnalyse CreateDefinePart/wholeImagineDescribe Define RelateHypothesiseList Identify Analogy ReflectDo algorithm Do simpleApplyCombine procedureFormulate questionsPrestructural Unistructural Multistructural RelationalExtended abstract 55. Review Questions What was the title of your text, theauthor and the illustrator? What type of text is it? Describe the main events/pieces ofinformation in the text. How does this text compare to othersyou have read that are similar? Who might be interested in reading thistext (audience) and Why? 56. Links with standardsAfter three years at school:Integrate and confidently use comprehension strategies,including : Making connections between ideas in the text and theirprior knowledge in order to make simple inferences Identifying and keeping track of ideas and informationacross longer sections of text Evaluating information and ideas within a text in termsof their purpose for reading Identifying a writers purpose for writing and explaininghow they identified it. 57. Linking with QR - Codes Placing QR codes onto Library books Great also for Wide Reading - Secondary 58. Engaging Whanau/Family(We need to be) Working withparents and caregivers as key partners who have unique knowledge of their children and countless opportunities toadvance their childrens learning.NZC 59. Parents and the widercommunity will also need to get better at understandingassessment information and interpreting it in ways thatsupport learning.DANZ 60. Culturally responsive assessmentpractices It builds bridges of meaningfulness between home and school experiences as well as between academic abstractions and lived sociocultural realities (Gay, 2000) 61. How could you further engagewhanau/family in gatheringinformation about their childslearning ? 62. And you may be thinkingThis is all well and good, but howare we going to store/manageall this evidence? 63. OTJ Tracking Sheets trial phase at momentWriting OTJ Tracking SheetReading OTJ Tracking SheetMaths OTJ Tracking Sheet 64. What do we need to consider whenseeking eTools that will support Assessment for Learning practices? Students actively involved and their learningat the heart of the process Dialogue evident Formative practices... Not ongoingsummative practices. Addresses characteristics of effectiveassessment. Choose the right tool for the job. 65. Wanted!An electric potato peeler!