Not Another Paper: Alternative Assessments with Technology

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  • 1. Not Another Paper! Alternative Assessments using Technology Justin ReichHarvard Graduate School of Education EdTechTeacher www.besthistorysites.net www.edtechteacher.org
  • 2. Goals for Today• Consider the role of assessment in our courses• Examine technology-based assessment projects in our courses, from both the shallow-end and the deep-end• Consider how we would assess those projects
  • 3. Why do we assign papers?• Think and then • Making connection communicate their among course take on the material material, resources• Do additional • Evaluate sources research, bring in • Communicate additional materials effectively, sentence• Select a question, structure, handwriting, investigate a question typing skills,• Synthesis • Incorporating evidence
  • 4. Why do we assign papers?Demonstrate command of the materialDemonstrate the ability to craft and defend an argumentGive students the opportunity to decide and express their point of viewDemonstrate the ability to communicate effectivelyWE CAN DO ALL THESE THINGS WITHOUT ASSIGNING PAPERS
  • 5. Backwards Planning Select learning goals What do you want students to learn by the end of the lesson or unit? Design assessment tasks How will students demonstrate their developing mastery of those goals? Develop lesson activities How will you prepare students to master the goals and succeed on the assessment task?See Wiggins and McTighe, Understanding by Design
  • 6. Why Teach History with Technology?1. Whoever is doing most of the talking, or most of the typing, is doing most of the learning (and the more people listening the better)2. The more ways we put ideas in our head, the more likely they are to stay there3. Learners need to be both independent and effective collaborators- technology can scaffold both4. Learners can access the sources that made us fall in love with history
  • 7. Teaching with Old andEstablished Technologies: Word Processors• Editing with a Twist• Historical Newspaper Projects
  • 8. Editing with a twist• Students come in with a piece of writing and need to change: – The Author – The Audience – The Context – The Argument – The Length – ???
  • 9. The Original Assignment• 1) Write a 2 page sermon, drawing on the New Testament readings we have read for homework and in-class. The sermon will be delivered on September 16th, 1963 in Birmingham. This is several weeks after the successful March on Washington, and right in the middle of the heroic and brutal Birmingham Campaign for Civil Rights. Your sermon should use Christian texts to inspire, console and motivate your congregation• 2) Please use Times New Roman 12 point font, 1.5 spacing• 3) Save it somehow to NoblesNet. If you use a program other than Word or Appleworks, you should copy and paste the text into an email or a document.• 4) At the beginning of class i will give you instructions, and then Ill give you about 30 minutes to revise the sermon.
  • 10. The In-Class Twist…• After successfully presenting your sermon at the morning service, you retire to your quarters to rest before the 11:00 service.. At 10:30, one of the church members rushes in and tells you that something horrible has happened: the 16th Street Baptist Church in Birmingham was bombed, 4 little girls at Sunday School have been killed.• As an important leader in your community, it will be your job to console your community, and to help them understand how these deaths fit into your struggle for civil rights.• The second service starts in 1/2 hour. You probably dont have time to write a whole new sermon. Your challenge then, is to adapt what you have written to take into account this shattering loss of innocent lives.
  • 11. So how would you assess?• See original and • Accuracy of evidence revision, check • Privileging individual changes.. arguments…• Were they on point in • terms of addressing audience in meaningful way, address new information
  • 12. Newspaper Projects• Editorials• Cartoons• Cover Art• Articles• Classifieds• Advertisements• And more!
  • 13. Don’t worry about fancypublishin g, learnColumns and theText Box Image from Microsoft Word
  • 14. So how do we assess?• Identify key issues, • Restrict to primary pick appropriate sources; citation topics • Meet the press follow• Factual accuracy up…• Clarity of prose • Peer evaluation- what• Design moves you, what – Writing opinion articles most – Images convince you…
  • 15. Teaching with New and Emerging Technologies• Instant Message Conversations• Blog/Podcast Perspective-taking projects• Collaborative Audio-Blogging
  • 16. IM ConversationsEmail: Abraham In Class ChatThe leader from each group should invite the other members into a chat. From this pointforward NO TALKING, ONLY TYPING.Each person will then in turn ask one of their discussion questions. You will be given 15minutes to discuss. The goal is to discuss questions as deeply and thoroughly as possible.Id rather read an in-depth examination of two questions than brief discussions of six. GODEEP!You will get a 5 point grade for this exercise. While I will raise the standards later, for nowthe grade will be mostly based on the following:1) Do you stay on topic?2) Do you carefully read and respond to each other?3) Do you ensure that you finish each question before moving on?In the future, I will also expect you to actively challenge one another and to incorporateevidence from the source material.When you are finished, the leader should copy and paste the chat into an email and send itto turninreich.
  • 17. • Pablo Toribio-09[10:11:31 AM]: Why is Arjuna is reluctant to fight?• Jess Lippincott-09[10:11:54 AM]: because he doesnt want to kill all of those people• Pablo Toribio-09[10:11:55 AM]: Arjuna is reluctant to fight because he believes those people are his family.• Jess Lippincott-09[10:12:02 AM]: and his teachers• Vinesha Collymore-09[10:12:07 AM]: yeah• Jess Lippincott-09[10:12:09 AM]: and his great uncles• Vinesha Collymore-09[10:12:22 AM]: his family, he didnt want to kill them• Jess Lippincott-09[10:12:29 AM]: right• Vinesha Collymore-09[10:12:39 AM]: he felt like he was close to these people• Jess Lippincott-09[10:13:12 AM]: yeah, and he thought it would be cruel and unnecesary to kill them• Vinesha Collymore-09[10:13:17 AM]: yeah• Jess Lippincott-09[10:13:28 AM]: +, he says he doesnt want a kingdom• Jess Lippincott-09[10:13:30 AM]: right• Vinesha Collymore-09[10:13:32 AM]: he became overcome with grief• Pablo Toribio-09[10:14:04 AM]: "Then Arjuna saw in both armies fathers, grandfathers, sons, grandsons; father of wives, uncles, masters;brothers companions, and friends. When Arjuna thus saw his kinsmen face to face i both lines of the battle, he was overcome by grief and despair and thus he spoke with a sinking heart. "• Jess Lippincott-09[10:14:20 AM]: right• Vinesha Collymore-09[10:14:44 AM]: so thats our conclusion for number 1• Jess Lippincott-09[10:14:49 AM]: then "I have no wish for victory Krishna, nor for a
  • 18. Podcasting and Blogging as Assessments• Teenage Hobo Radio Show Project – There’s no Aunt Sarah – Podcast Excerpt
  • 19. Collect-Relate-Create-Donate Students Should…• Collect the information needed for the performance of understanding• Relate to one-another in collaborative learning groups• Create meaningful, authentic performances of understanding• Donate their work to a broader audience
  • 20. Podcasting and Blogging as Assessments• Teenage Hobo Radio Show Project – There’s no Aunt Sarah – Podcast Excerpt
  • 21. So how do we assess?
  • 22. Collaborative Audio-Blogging with Voicethread• Voicethread.com• Art of the Renaissance
  • 23. So how do we assess?
  • 24. Voicethread ChallengesGRASSHOPPER MASTER1. Register for 1. Set your Voicethread Voicethread to be publicly2. Upload an image accessible3. Record (or type) a 2. Share your comment Voicethread link with a colleague 3. Record a comment on a colleague’s Voicethread
  • 25. Things to Remember• Learning Goals come first, assessments and activities come after• Technology use in the social studies has four affordances worth our consideration:1.Whoever is doing most of the talking, or most of the typing, is doing most of the learning (and the more people listening the better)2.The more ways we put ideas in our head, the more likely they are to stay there
  • 26. Backwards Planning Select learning goals What do you want students to learn by the end of the lesson or unit? Design assessment tasks How will students demonstrate their developing mastery of those goals? Develop lesson activities How will you prepare students to master the goals and succeed on the assessment task?See Wiggins and McTighe, Understanding by Design
  • 27. Why Teach History with Technology?1. Whoever is doing most of the talking, or most of the typing, is doing most of the learning (and the more people listening the better)2. The more ways we put ideas in our head, the more likely they are to stay there3. Learners need to be both independent and effective collaborators- technology can scaffold both4. Learners can access the sources that made us fall in love with history