Assessment in Web 2.0

Environments

Tom Daccord

Tom Daccord

Where are we going?

What does teaching for understanding mean and look like in a tech-infused

environment? How do the principles of “backward design” help us teach for

understanding? What are teaching aims and learning goals?

Purposes of Assessment:

Purposes of Assessment:

assess student comprehension or mastery via performance of understanding

Purposes of Assessment:

assess student comprehension or mastery via performance of understanding

benchmark progress

Purposes of Assessment:

assess student comprehension or mastery via performance of understanding

benchmark progress

assess teacher efficacy

Purposes of Assessment:

assess student comprehension or mastery via performance of understanding

benchmark progress

assess teacher efficacy

hold teachers, students, administrators, others accountable

Purposes of Assessment:

assess student comprehension or mastery via performance of understanding

benchmark progress

assess teacher efficacy

hold teachers, students, administrators, others accountable

clarify expectations (for students, parents, teachers, colleagues…)

Purposes of Assessment:

assess student comprehension or mastery via performance of understanding

benchmark progress

assess teacher efficacy

hold teachers, students, administrators, others accountable

clarify expectations (for students, parents, teachers, colleagues…)

motivate students to work/study/stick to requirements

Purposes of Assessment:

assess student comprehension or mastery via performance of understanding

benchmark progress

assess teacher efficacy

hold teachers, students, administrators, others accountable

clarify expectations (for students, parents, teachers, colleagues…)

motivate students to work/study/stick to requirements

motivate teachers to work/study/stick to requirements

Purposes of Assessment:

assess student comprehension or mastery via performance of understanding

benchmark progress

assess teacher efficacy

hold teachers, students, administrators, others accountable

clarify expectations (for students, parents, teachers, colleagues…)

motivate students to work/study/stick to requirements

motivate teachers to work/study/stick to requirements

teach new material in context of assessing student mastery of other material/skills

Purposes of Assessment:

assess student comprehension or mastery via performance of understanding

benchmark progress

assess teacher efficacy

hold teachers, students, administrators, others accountable

clarify expectations (for students, parents, teachers, colleagues…)

motivate students to work/study/stick to requirements

motivate teachers to work/study/stick to requirements

teach new material in context of assessing student mastery of other material/skills

assign grades

Purposes of Assessment:

assess student comprehension or mastery via performance of understanding

benchmark progress

assess teacher efficacy

hold teachers, students, administrators, others accountable

clarify expectations (for students, parents, teachers, colleagues…)

motivate students to work/study/stick to requirements

motivate teachers to work/study/stick to requirements

teach new material in context of assessing student mastery of other material/skills

assign grades

sort students (or teachers)

Purposes of Assessment:

assess student comprehension or mastery via performance of understanding

benchmark progress

assess teacher efficacy

hold teachers, students, administrators, others accountable

clarify expectations (for students, parents, teachers, colleagues…)

motivate students to work/study/stick to requirements

motivate teachers to work/study/stick to requirements

teach new material in context of assessing student mastery of other material/skills

assign grades

sort students (or teachers)

compare students (or teachers) to an external norm or set of criteria

Purposes of Assessment:

assess student comprehension or mastery via performance of understanding

benchmark progress

assess teacher efficacy

hold teachers, students, administrators, others accountable

clarify expectations (for students, parents, teachers, colleagues…)

motivate students to work/study/stick to requirements

motivate teachers to work/study/stick to requirements

teach new material in context of assessing student mastery of other material/skills

assign grades

sort students (or teachers)

compare students (or teachers) to an external norm or set of criteria

conform with/adhere to external requirements (MCAS, etc.)

Purposes of Assessment:

assess student comprehension or mastery via performance of understanding

benchmark progress

assess teacher efficacy

hold teachers, students, administrators, others accountable

clarify expectations (for students, parents, teachers, colleagues…)

motivate students to work/study/stick to requirements

motivate teachers to work/study/stick to requirements

teach new material in context of assessing student mastery of other material/skills

assign grades

sort students (or teachers)

compare students (or teachers) to an external norm or set of criteria

conform with/adhere to external requirements (MCAS, etc.)

demonstrate to students how much they’ve learned – give them something to show off

• Formative: is ongoing and provides information needed to adjust teaching & learning

• Summative: determines at a particular point in time what students know and do not know

Balance formative & summative

• mostly paper-based

• mostly classroom-based

• highly synchronised (time and place)

• very formalised administration

• highly controlled content

Assessment 1.0

• user-generated content

• collective intelligence

• massive data

• participatory culture

• openness

Impact of Web 2.0

“Millennials exhibit distinct learning styles. For example, their learning preferences tend toward teamwork, experiential activities, structure and the use of technology. Their strengths include multitasking, goal

orientation, positive attitudes, and a collaborative style”.

-Diane Oblinger 2003

Who are we teaching?

“Participatory culture shifts the focus of literacy from one of individual expression to community involvement.”

-Henry Jenkins, USC

• skilled use of tools

• active learning rather than passive receiving of knowledge

• authentic learning experiences rather than contrived tasks

• construction rather than instruction task (not process)

• oriented

• just in time learning

• search not memorise

• utilise social networks

• doesn’t know answer but knows where to find it (maybe) on Google; not libraries

• collaborate not compete (but conflict with goal orientation)

“Net Gener” characteristics

• Authentic knowledge and skills.

• Personalised: knowledge, skills and interests of each student.

• Negotiated: agreed between the learner and the teacher.

• Problem oriented

• Socially constructed

• Collaboratively produced

Assessment 2.0

• permit the student to explore a topic of personal interest

• negotiate the parameters of the task work with fellow students

• recognise the student’s previous work on the subject

• could be in a number of digital formats

Assessment 2.0 Project

Key Criteria

• Students should be active participants

Key Criteria

• Students should be active participants

• Criteria should be clearly explained

Key Criteria

• Students should be active participants

• Criteria should be clearly explained

• Students should demonstrate proficiency in intended outcomes

Key Criteria

• Teachers not using Web 2.0

• lack knowledge and experience to appraise students’ work

• lack the rubrics required to assess Web 2.0 skills

• group work difficult to assess

• authentication challenge

Assessment 2.0 challenges

Assessment 2.0 posits Web 2.0 as a personal assessment environment in recognition that the one-size-fits-all approach will not be sufficient to meet the varied needs (and interests) of students.

-Bobby Eliot, Scottish Qualifications Authority

Are your assessments Web 1.5?

(Are you using technology to simulate Assessment 1.0?)

How Does it Fit?

Select Digital Writing Formats

• Public Service Announcement

• Press Conference

• Class Anthology

• Book Trailer

• Digital Newscast

• Campaign Advertisement

• Multimedia Magazine

• Photo/Video Essay

I included this picture/audio/video because . . .

Storyboarding

Collaboration Rubric

Tom Daccord

Twitter@thomasdaccord

Co-Director of EdTechTeacher, Inc.tom@edtechteacher.org

Best Ideas for Teaching with Technology (M.E. Sharpe Press)