Assessment Redesignedhttp://scarfedigitalsandbox.teach.educ.ubc.ca/

Based in part on slides by Beverley Bunker, UBC FA

Yvonne Dawydiak, Faculty-Wide Programs Instructional Specialist, Teacher Ed, UBC

Activating prior knowledge

Selection Questions, rapid response

iClickers → Ed Library Loaners!

You see… I see...

Revised Curriculum = Revising Assessment

○ Who are my learners? Collectively & Individually○ How will my students be involved in assessment & learning?○ What tools or tech will I use to support an holistic approach?

○ Are there ways to make my job more efficient?○ Are there ways to support students more individually?

Assessment for Learning

from: https://comeniusassessment.wordpress.com

● Teacher and Student roles

● May also include parents (co-assessment)

Find the Right ‘system’

The right system might not be digitalPlanning for frequent assessment is not optional…

Considerations:

• Ready access to technologies

• BYOD policies• T needs & purpose

About which of the following do you MOST want to learn more?

1. Providing students with meaningful and timely feedback;

2. Making learning active and engaging;3. Assessing prior knowledge.

*an example of all class response (might also use Plickers or other digital tools to support keeping track of class data, ease of use and greater student privacy)

ALL CLASS RESPONSE &

Discussion based strategies

○Randomized responses followed by volunteers○ Turn & talk, then respond○Poll, Display graphic, turn & talk/small group

discussion or debate, ‘retake’ poll○Voting○Video or image as a prompt

Make Thinking Visible• Anonymous response• Graphical display provides immediate feedback• Provide opportunities to review and revise response• Rapid response to activate and assess prior knowledge

Multimodal student response

● High ceiling, low floor● Supports UDL - multiple

modes of representation & expression

● Gives ‘voice’ to students● Focus on what you are

assessing (vs. writing ability)

https://docs.google.com/file/d/1orcY04Mqlu0cpztfgxS0UYZabJapDLXc/preview

-Varied learning needs- Open ended- Multi-modal response- Performance tasks

● Concept Map,● ShowMe (digital whiteboard),● Padlet (drawing, voice, image, text)● Hands-on building ● Diagrams, maps, sketchnotes, verbal,

video, vlog…

Reflect, Curate & Communicate

e-Portfolio

MINISTRY STANDARDS

- BC Performance Standards- BC ELL Standards - Samples & Guides- MY Ed BC

https://curriculum.gov.bc.ca/assessment

Rubrics must,

● Use clear language● Be understood by students

○ (ideally - co-created by students)● Assess the key criteria (NOT focus on

compliance, neatness etc)● Be connected with standards● Provide effective feedback● Be used to help students set goals

Your turn - Peer Assessment

Using the Single Point Rubric, provide detailed supportive feedback on your partner’s DRAFT Assignment

Scarfe Digital Sandbox Presents:

RSVPFeb and March SCARFE 155, Education Library:○ Gearing up for practicum

Following slides:

Additional related content slides (not used during session)

Hardware• projectors, apple tv, chrome cast, etc.

Managing*• virtual learning environments (kid dojo, edmodo), e-portfolios

(Fresh Grade) & class websites (weebly, UBC blogs)

Presenting• presentation tools (Power Point, Google Slides, Animoto,

Haiku Deck, etc.)

Assessing• online quizzes, exercises, games (Kahoot, Plickers,

Mentimeter) INST

RUC

TING 1

2

3

4

Student use • internet research and website browsing (Kiddle, kid-rex,

sweetsearch)

Student helper (practicing)• listening & writing tools (Scribjab, Storybird, Explain Everything,

ShowMe)

Student helper (generating)• website & e-portfolio building

Student-made resource (creating)• audio and video podcasting, blogging, movie-making

Tools for LEARNING

1

3

4

5

Ask effective questions

• To cause thinking and provide information to the teacher (and learner) about what to do next• To collect information to inform teaching

What types of questions?

○ Discussion starting ○ Misconception catching○ Concept checking○ Information Recall○ Information Gathering

cc R. Talbert Slideshare

Use an Effective Teaching Strategy

"question-driven instruction, dialogical discourse, formative assessment and meta-level

communication" (Beatty & Gerace, 2009, 146)

Effective Formative Assessment

• Randomized response vs. volunteer•Craft SELECTION questions

in advance• Include short answer

SUPPLY questions when possible

From: Embedding Formative Assessment, Leahy, p. 80

Questioning for Formative Assessment

From: Embedding Formative Assessment,

http://www.learningspy.co.uk/featured/the-testing-effect-is-dead-long-live-the-testing-effect/

Goldstein, D. S., & Wallis, P. D. (2015). Clickers in the classroom: Using classroom response systems to increase student learning (First ed.). Sterling, Virginia: Stylus Publishing.

Wiliam, D., & Leahy, S. (2015). Embedding formative assessment: Practical techniques for F-12 classrooms. Moorabbin, Victoria, Australia: Hawker Brownlow Education.