The document discusses the importance of technology integration in assessments to enhance student learning and engagement. It covers various technology-based tools like digital storytelling, Activotes, concept mapping, and webquests, emphasizing how they support formative and summative assessments while fostering differentiated instruction. The conclusion stresses the need for teachers to focus on content rather than question format to prepare students effectively for success.

1. Shi~Kia Carter
Presents
Collaborative Learning
Community: Student
Reflective Assessment

2. Abstract
Every teacher’s goal is for their students to
succeed. Assessments measure success in
concept understanding. Therefore, teachers
need to prepare their students for these
assessments. Issues may arise around question
language or question format. The teachers must
help the students overcome these roadblocks
without compromising purposeful instruction
(Greene & Melton 2007). The following
presentation examines two areas of assessments
that teachers can utilize when integrating
technology-based learning.

3. Introduction
• With the vast push for technology integration in our schools
systems, multiple perspectives have emerged.
• The Blue Team researched the effectiveness of several
formative and summative technology-based assessment
tools on the front lines of engaging the students and create
higher level learning in the classroom
• The following presentation will cover:
– Whether the tool is Computer-based or Web-based
– Tool cost
– What data the tool produces
– How can it drives instruction
– How the tool Integrates Differentiate Instruction

4. Formative Assessment Tools

5. Digital Storytelling
(Robin, 2008)

6. Digital Storytelling
• Short form of a Digital film-making that allows
people to share aspect of their lives.
• Users become creative storytellers through
writing a script and developing an interesting
story.
• Various types of multimedia utilized during this
process; including,
• computer-based graphics, recorded audio,
computer-generated text, video clips, and music
so that it can be played on a computer, uploaded
on a web site, or burned on a DVD (Robin,
2008).

7. How can Digital Stories be
created?
A couple very productive, free and kid-friendly tools can be
found at http://kidsvid.4teachers.org/ and
http://www.kitzu.org/ Other tools that are important are as
follows:
Video Editing
Software
Audio/Music
Software
Photo Editing
Software
Computer-Based
Windows Movie
Maker
iMovie (installed)
Final Cut Pro ($1,000)
Pinnacle Studio ($50)
Video Studio Pro ($70)
Web-Based
Animoto ($3/video or
$30/year)
VoiceThread ($60/yr)
Wildlife Filmmaker
(free)
Computer-Based
iTunes (installed)
Windows Media
Player
Web-based
FindSounds ($50)
Garageband (free)
Audacity (free)
Computer-Based
Adobe PhotoShop
($700)
iPhoto
Web-based
GIMP (free)
Picnik(free)
Pixlr(free)
Splashup(free)
(Czarnecki, 2009)

8. Results of Storytelling can Drive
and differentiate instruction
• Rubrics set the values of the expectations in a
student’s digital story
• Because the student is given access to a rubric
from the beginning of the lesson, the teacher’s
instruction should be driven by these goals.
• Based on the results from her story tellers, the
teacher must decide to re-teach, enhance or
pull-out a small group for further guidance.
• Differentiation: Because expectations can be
accomplished in different ways through story
telling, students are given the opportunity to
represent their learning according to their
learning style (Sadik, 2008).

9. Activotes
Learner Response
System

10. What are ActiVotes
• Quick response assessment tool.
• Provides instant feedback from teacher
• Empower students to engaged in classroom
discussion and build self-confidence
• Promotes differentiated instructions through peer
collaborating
• It stimulate discussions, enhances interactive
learning, and lively responses.
• Creates a spontaneous, but focused learning
environment.
• Engages creative thinking via polling and solid
debates in understanding of key concepts.

11. What data does the tool
produce?
•Versatile—Use ActiVote with or without an
ActivBoard and view assessment results in a wide
range of intuitive formats, such as graphs, pie
charts and Excel spreadsheets.
•Wire-free technology—ActiVote integrates
seamlessly with all of Promethean’s interactive
solutions without awkward cables.

12. Activotes
student response system
Is the tool computer-based or Web-based?
• Operation and use of the ActiVote devices
requires ActivInspire software, Promethean
• ActivOffice and/or ActivHub (all included).
Importing ExamView® and XML files,
exporting
• questions and answers to Excel® requires
ActivInspire Professional Edition (included) or
• Promethean ActivOffice (included). User
with administrator/privileged access rights
required for software installation

13. Research - ActiVotes
• In a study involving several classes of varying
disciplines, Abrahamson (1999) found that
students had a better understanding for the
subject matter, enjoyed the classes more, and did
more thinking in classes where student response
systems were used.
• When using the ActiVotes, the teacher and the
students are able to get immediate feedback
(Promethean, n.d.), with it being “almost like you
are one-on-one with each child at the same time”
(Johnson & McLeod, 2004-2005, p. 19). The
opportunity that the interactive whiteboard offers
for continuous assessment and immediate
feedback is an asset to this form of technology.

14. Data Driven and Differentiated
instruction summary...
• ActiVote encourages students to engage,
interact with and contribute to lessons, resulting
in stimulating discussions and lively, insightful
debates.
• Streamline instructional management—Instantly
gauge student comprehension and identify
student achievement trends.
• Enhance classroom efficiency—Self-evaluation
helps increase student confidence and
productivity
• Make learning fun—Engage students and
enliven classrooms by encouraging active,
hands-on participation.

15. Summative Assessment
Tools

16. Concept Mapping

17. Concept Mapping
(What Are Concept Mapping?)
– Graphical tools for organizing and
representing knowledge
– Circular links that connects two or
more concept or phrase.
– Shows relationship between two
concept links

18. Concept Mapping
(Location)
• Free downloadable software
• Easy access online
• Free version to use with ease
• Paid version for more features
Free websites are:
www.mindmeister.com
www.xmind.net
www.inspiration.com/inspiration
http://freemind.sourceforge.net/wiki/index.php/ma
in.page

19. Research – Concept mapping
- They are more effective in promoting
knowledge retention (Poole & Davis, 2006)
- They influence concentration and overall test
performance.
- They promote interaction and engagement
between students and material (Hall &
O’Donnell, 1996).
- Powerful evaluation tool
- Encourages students to use meaningful
learning patterns
- Effective in identifying valid and invalid ideas.

20. Concept Mapping (Summary)
• Concept maps offer instructors the
opportunity to assess what links students can
make between concept. The students can
add their own prior knowledge to what has
been taught and expand their knowledge
base.
• The instructor can have a parking lot of terms
that the students must have included in their
maps and chart the missing concepts. The
missing concepts could be re-taught.

21. WebQuest

22. What is a WebQuest?
• An inquiry-adapted online tool for learning
• Based on inquiry and constructivism
• Students can complete in the classroom or at
home.
• Most or all of the information that are discover
and evaluate comes from the internet.
• It help builds a solid foundation that prepares
students for the future.
• Enables cooperative and collaborative learning

23. WebQuest - Research
WebQuest was developed in the spring of
1995, by Dr. Bernie Dodge.
Dr. Dodge, a professor of educational
technology at San Diego State University,
developed and identified the concept of
WebQuest while teaching an in-service
class to teachers. He wanted to give his
student-teachers a format for online lessons
that would make the best use of student
time while fostering higher-level thinking
skills.

24. Online Authoring Tool
(Cost)
Several different sites to choose from:
• Fila mentality – fill-in-the-blank tool that guide you
through picking a topic. (free)
• zWebQuest – instant software for creating
WebQuest in a short time. (free)
• PHPWebQuest – a generator that allows teachers
to create webquests without the need of writing
any HTML code or using web page editors. (free)
• TeacherWeb - Online tool for creating simple
WebQuests, especially appropriate for younger
elementary students. ($27 a year)

25. Data Produce
Students must follow a series of information to
accomplish the quest to produce data.
These are;
• Introduction - provides background information
and motivational scenarios like giving students
roles to play.
• Task - a detailed description of what students
will have accomplished by the end of the
WebQuest.
• Process - the procedural steps learners should
go through in accomplishing the task, with
links embedded in each step.

26. Data Produce Con’t…
• Resources - a list of the resources (bookmarked
web sites, print resources, etc.) that the students
will need to complete the task.
• Evaluation - a rubric for evaluating students' work.
The standards should be fair, clear, consistent,
and explicit to the given tasks.

27. Summary
WebQuest, an interactive web activity, tailored to
specific subject-area content or topic and enables
students to accomplish a task or solve a problem. In
addition, it promotes higher-order thinking to
process information, employs collaborative learning
rather than basic information searching and recall.
Problem solving helps students to learn information
processing in an interactive manner with peers,
rather than alienation.

28. References
Czarnecki, K. (2009). Software for Digital Storytelling.
Library Technology Reports, 45(7), 31-36.
Green, A., Melton, G. (2007). Teaching with the test,
not to the test. Education Week. 26(45).
Johnson, D. & McLeod, S. (2004-2005). Get answers
using student response systems to see students’
thinking. Learning and Leading with Technology,
32(4), 18-23.
Robin, B. R. (2008). Digital Storytelling: A Powerful
Technology Tool for the 21st Century Classroom.
Theory Into Practice, 47(3), 220-228.
doi:10.1080/00405840802153916

29. References….
Sadik, A. (2008). Digital storytelling: a meaningful
technology-integrated approach for engaged
student learning. Educational Technology
Research & Development, 56(4), 487-506.
doi:10.1007/s11423-008-9091-8
https://http://www.prometheanworld.com/en-us/
education/products/learner-response-systems/
activote/~luckie/ctools
http://www.kent.k12.wa.us/curriculum/assessment/te
sting_ABCs/Standards-basedTests.html

30. References Con’t
www.webquest.org
Concepts to Classroom:
http://www.thirteen.org/edonline/concept2c
lass/webquests/index.html

31. Conclusion
When researching technology-based
assessment tools, the teachers’ focus
should be on the content not on the
question language or format. If teachers
can help prepare students for these two
areas, and write quality assessments, the
students will have a major component for
success.

32. The End!