Assessment is the fuel of learning. Confronted with mountains of data, teachers can feel overwhelmed. Particularly frustrating, some assessments interrupt instruction and distract students. In this session, we explore how to make the climb over the data mountain manageable. We will investigate effective practices to align assessments and learning outcomes through technology-driven formative assessment. Embedding assessment directly into learning activities can help teachers adjust instruction and engage students with their learning at the same time. Learn how to create electronic exit tickets. Make a game your students will enjoy while making real-time use of feedback based on their progress through the game environment. Assessment need not be a tedious chore. Join us to learn how to put assessment in service of engaging learning environments.

1. EXPLORING DIGITAL
ASSESSMENTS: HOW TEACHERS
IMPROVE LEARNING OUTCOMES
Dr. Thomas DeVere Wolsey
Graduate School of Education, The American University in Cairo
EduForum 2018
https://tinyurl.com/TDWolsey

2. FORMATIVE ASSESSMENT

3. 3 TYPES OF FORMATIVE ASSESSMENT

4. 3 TYPES OF FORMATIVE ASSESSMENT

5. 3 TYPES OF FORMATIVE ASSESSMENT

6. LET’S GO TO CLASS
classroom.google.com

7. FEEDBACK
Feedback Matrix
Purposes Types Qualities
• Feed back
(How am I
going?)
• Feed up
(Where am I
going?)
• Feed forward
(where to
next?)
Affirmations
Clarifications about
confusing points
Observations about the
work
Corrections: content
Corrections: mechanics,
usage, spelling, style,
etc.
Questions
Exploratory
Personal
Identified positive aspects of
the work
Explains rather than labels
Perceptive
Corrective
Compassionate
Useful
Timely
Linked to specific criteria
Expands or elaborates on
key ideas

8. FEEDBACK
Teachers can help students use
feedback. Teach them
 Not to be afraid of feedback
 A note about scores and marks
 Listen and read the feedback carefully
 Feed forward what you learned to the
next assignment

9. RUBRICS
Rubrics online
Teachnology offers rubrics at: http://www.teach-
nology.com/web_tools/rubrics/ but you’ll need to register.
Rubistar, a project of ALTEC, has a useful rubric generator available at:
http://rubistar.4teachers.org/index.php
Google add-in by dostuffgood.org Create and send customizable rubrics and
scores to students by email for any assignment.
https://chrome.google.com/webstore/detail/online-
rubric/fiiglmgmcodoglllnbfebbhkfidikfbo?utm_source=permalink

10. BIG DATA
 Here’s Gartner’s definition, circa 2001 (which is still the go-to
definition): Big data is data that contains greater variety arriving in
increasing volumes and with ever-higher velocity. This is known as
the three Vs.
 Put simply, big data is larger, more complex data sets, especially from
new data sources. These data sets are so voluminous that traditional
data processing software just can’t manage them. But these massive
volumes of data can be used to address business problems you
wouldn’t have been able to tackle before.
 Source: https://www.oracle.com/big-data/guide/what-is-big-
data.html

11. BIG DATA
 What might we do with big data to
improve assessment and feedback
processes?
 What are the ethical implications when it
comes to schools?
 What new innovations might be needed?
 How can we improve computer-assisted
instruction?

12. 3dman clip art: https://pixabay.com/en/users/3dman_eu-1553824/
Big Data:
https://ar.m.wikipedia.org/wiki/%D9%85%D9%84%D9%81:DARPA_Big_Data.jpg
REFERENCES
Hattie, J. & Timperley, H. (2007). The power of feedback.
Review of Educational Research, 77(1), 81-112, 2007. DOI:
10.3102/003465430298487.
Wolsey, T. D. & Bostick, P. (2008). The C in ICT: Communication
at the heart of literacy learning. The California Reader,
41(2), 33-39.