This document discusses ways for teachers to have students demonstrate their learning through formative assessments using free technology tools. It provides examples of having students create documentaries, stories, letters, and slide shows on topics like the Civil Rights movement and Underground Railroad using tools like Animoto, VoiceThread, and paper slide videos. The document emphasizes identifying standards before choosing technologies and providing clear rubrics. It recommends starting with small assessments and learning through trial and error.

2.  Are you looking for new ways
for students to demonstrate
their learning?
 Do you wish to integrate
technology into your classroom
with free tools?
 Would you appreciate fresh
strategies to get your students
excited about assessments?

3. PRE-ASSESSMENT / FORMATIVE ASSESSMENT
Survey Monkey
Zoomerang
Today’s Meet
Google Docs

4. HOW DO STUDENTS DEMONSTRATE WHAT THEY
HAVE LEARNED?
Choice One
Create a PowerPoint listing five facts about events related to
the civil rights movement in Birmingham, AL in 1963..
Bloom’s Taxonomy– Know, Comprehend
Choice Two
Create a documentary, using primary documents, that will air on the
Student History Channel. Your topic: The civil rights movement in
Birmingham, AL – 1963.
Bloom’s Taxonomy – Comprehend, Apply, Create !

5. ANIMOTO
Incorporate images, video clips, text and music.
Free Animoto Plus account for teachers: http://animoto.com/education
Birmingham, AL 1963

6. ANIMOTO – STEP 1 – CHOOSE A STYLE

7. STEP 2: ADD PHOTOS AND/OR VIDEO CLIPS
STEP 3: ADD TEXT
STEP 4: CHOOSE YOUR MUSIC

8. STEP 5: PRODUCE THE VIDEO

9. STEP 6: SHARE THE PROJECT WITH A REAL-
WORLD AUDIENCE

10. HOW DO STUDENTS DEMONSTRATE WHAT THEY
HAVE LEARNED?
Choice One
Create a PowerPoint listing five facts about events related to
the World War II Japanese Internment Camps.
Bloom’s Taxonomy– Know, Comprehend
Choice Two
Write a letter from the Japanese Internment Camp where you are being held
hostage Record yourself reading this letter. What message would you
leave on the wall in the camp? Create a 12x12 poster for our classroom
“wall.” Share all of these with a real-world audience.
Bloom’s Taxonomy – Comprehend, Apply, Create !

11. VOICE THREAD
Incorporate images, video clips, documents into a place for conversation
Free VoiceThread account for teachers:
Letters from the Japanese Internment Camp
Note: To get free account;
http://ed.voicethread.com/products/k12/educator/
Select “VT Educator”

12. VOICE THREAD – STEP 1: UPLOAD IMAGES,
DOCUMENTS, VIDEOS FROM VARIOUS SOURCES

13. VOICE THREAD – STEP 2 : ADD YOUR VOICE

14. VOICE THREAD – STEP 3:
SHARE WITH A REAL-WORLD AUDIENCE

15. IDEAS FOR USING VOICE THREAD
 Radio advertisements
 Book reviews
 Historical fiction
 Ilustrated poetry
 Comparing/contrasting historical figures
 Literature circles / Book Club
 Debating a particular issue

16. DON’T PUT THE CART BEFORE THE HORSE
Identify the standard THEN
Identify the technology that best
will demonstrate mastery of
that standard

18. HOW DO STUDENTS DEMONSTRATE WHAT THEY
HAVE LEARNED?
Choice One
Create a PowerPoint showing: The What, Who, Where, and Why
of The Underground Railroad
Bloom’s Taxonomy– Know, Comprehend
Choice Two
Create a story about The Underground Railroad. You must include at least
three characters and three different settings. Illustrate your story and
design 3-D characters on sheets of paper. Record both your voices
and pictures using a Flip camera. Share your story with a real-world
audience.
Bloom’s Taxonomy – Comprehend, Apply, Create !

19. PAPER SLIDE VIDEOS
One-take video method
Collaborative
Student-designed
Standards-based
Engages digital learners
Opportunity for learners of all abilities
Appropriate for all grade levels and subjects

20. PAPER SLIDE VIDEOS
Materials needed:
Students who can write, draw, talk,
and slide a sheet of paper
A concept
Some Paper
Pencils, Pens, Crayons, Markers
A Camera (Flip is recommended)
Optional: 3-D materials

21. SOME SUGGESTIONS . . . .
 Start small.
 Develop clear rubrics.
 Plan assessment as you plan instruction,
not as an afterthought.
 Assign a high value (grade) to the
assessment.
 Expect to learn by trial and error.
 Try peer assessment activities.
 If at first you don’t succeed…..
Virginia Education Association and the Appalachia Educational Laboratory (1992)
Virginia Education Association and the
Appalachia Educational Laboratory (1992)

22. RECOMMENDED READING
Where’s the Beef: Adding Rigor to Student Digital Products
By Bernajean Porter
http://digitales.us/sites/default/files/Wheres-the-Beef-ISTE.pdf

23. QUESTIONS…..

24. CONTACT INFORMATION
Kati Searcy , Ed.S , NBCT, 2012 Georgia Gifted Educator of
the Year)
Mountain Park Elementary School
Roswell, GA
searcy@fultonschools.org
www.edmodo.com – Group 2gi3we