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Case-Based Authentic Assessment Applications within Wikis
Maya Israel
Andrew Moshirnia
Susan Anderson
ED-Media
Summer, 2008
What are we attempting to do?
Helping teachers avoid being “technology left-behinds”!
Advance Organizer
Bird’s Eye View of the Case Study Wiki E-pedagogy Authentic assessment
Use of Wikis in Teacher Education Ex) Practicum technology/IEP assignment
Initial Data Student work within the wiki Survey data
Advance Organizer
Bird’s Eye View of the Case Study Wiki E-pedagogy Authentic assessment
Use of Wikis in Teacher Education Ex) Practicum technology/IEP assignment
Initial Data Student work within the wiki Survey data
Bird’s Eye View Our Wiki
Wikis: Background
Wikis are websites that allow participants to create and edit its content (Grant, 2006).
Usage changes from primarily knowledge acquisition to collective knowledge creation (Pence, 2006).
The Problem: Technology Left-Behinds
Many preservice and inservice teachers are unfamiliar with even basic computer technologies (Jacobsen, Friesent, & Clifford, 2004).
Simply giving educators access to technology does not automatically result in their adoption of those technologies (Schrum, 1996).
SO….WE MUST SCAFFOLD TEACHER USE OF WIKIS!!!!
Graphical Encoding
Wikis typically DO NOT rely on graphics.
The case studies wiki heavily relied on:
Consistent graphics
Consistent use of color (Red, Yellow, Green)
PURPOSE: The wiki becomes visually intuitive.
Templates
Content was entirely template based.
PURPOSE: Clear expectation of tasks
Constrained choice
Template Example
Synchronous Component
Skype
Allows for both synchronous text chat as well as synchronous voice and video chat.
PURPOSE: Allows for immediate feedback.
Students can go to the People page and see who is online and available for questions or other feedback
Skype widget embedded in the “People Page”
Authentic Assessment
Assessments that examine student performance on tasks that imitate the ambiguities and complexities that are found in the field (Wiggins, 1990).
They MUST attempt to replicate real-world problems as closely as possible (Swinicki, 2005).
Criteria for Authentic Assessment Tasks reflect the skills used in practice.
Assessments based on unstructured problems requiring judgment and innovation to solve.
Students required to go through procedures typical of the discipline.
Context be as similar as possible to the real context of the problem in practice.
Students should demonstrate a wide range of skills in solving the problem(s).
Assessments should allow for feedback, practice, and additional chances to solve the problems.
Wiggins, 1990
Evaluative Case Studies as Authentic Assessment
Require solving complex problems within authentic scenarios by applying course content to solve those problems (Israel & Anderson, 2007).
Include meaningful & credible authentic content. For example: Primary documents (ex. Scanned student work,
data, etc.)
Multimedia supporting the scenario (ex. Interviews with the student, parents, teachers, etc.,
Advance Organizer
Bird’s Eye View of the Case Study Wiki E-pedagogy Authentic assessment
Use of Wikis in Teacher Education Ex) Practicum technology/IEP assignment
Initial Data Student work within the wiki Survey data
Wikis in Teacher Education
Social aspects of wikis make them ideal of sharing and reflecting upon course content.
HOWEVER… Academic wikis differ from traditional wikis:
Different purpose
Different motivation
Addressing Technology AND Content Teacher Ed Standards
Addressed technology Integration NCATE/Kansas Department of Education standards for teachers of students with disabilities. Demonstrate “personal and professional use of
technology”.
Addressed Individualized Education Planning NCATE/Kansas Department of Education standards for teachers of students with disabilities. Demonstrate “knowledge and skill in planning and
implementing effective instruction based upon knowledge of the subject matter, student, community, and curriculum goals”.
Advance Organizer
Bird’s Eye View of the Case Study Wiki E-pedagogy Authentic assessment
Use of Wikis in Teacher Education Ex) Practicum technology/IEP assignment
Initial Data Student work within the wiki Survey data
Participants
25 pre-service special educators enrolled in a required practicum course.
17 enrolled SPED 775: Initial formative practicum course
8 enrolled in SPED 875: Final summative practicum course
Wiki case studies groups included: 1-2 SPED 875 students 3-4 SPED 775 students
1 practicum supervisor/moderator
Each group had 5 students total
Structure of Wiki Instruction
1st class: Elicit buy-in Reveal wiki structure Explain the case study assignment within the wiki Provide training and modeling in creating a “People Page
Profile”
2nd class (one week later): Review wiki structure/ assignment Provide modeling and guided practice in the computer lab
3rd meeting (one week later): Problem-solve specific questions/concerns Provide independent practice on the wiki in class.
Initial Findings
Student Buy-in
Student Concerns
Case Study Findings Discussion board use Template completion
Survey data Perceptions of wiki utility Helpful wiki components Frequency of use of wiki components
Students Buy-In—General excitement
Typical Responses:
“No previous experience with wikis. I have however been trying to start a website. TOO overwhelmed, I gave up, BUT I think I could handle a wiki!!!!”
“I have never used one before but am very excited to see how they can work. I have done blogging with my fourth grade class and this seems like something that either myself, or others in my school, could implement in the classroom.”
“I have never used a wiki before but I am really excited to see how this can pull a community together. I might just have to use this next year in my classroom! What a great way to connect with parents and collaborating teachers.”
Student Buy-In” Expressed Interest in Wikis Instructional purposes within K-12 instruction:
Collaborative problem solving
K-12 Instruction
Collaborative writing:
With colleagues from teacher education program
Initial Student Concerns
General wiki use: Adding content Editing content Linking pages Adding graphics/pictures **Retrieving deleted information**
Case Study content Clarity of information required in the templates
Deleting Content Example:
Initial Findings: Discussion Boards
Discussion boards WIDELY USED for:
Distribution of work
Content related concerns
Affirmation of work
Discussion Board Example
Initial Survey Data
Data not yet all analyzed These are just INITIAL FINDINGS!!!!
Perceptions of Wiki Utility Perceptions of Helpful Wiki Components Reported Wiki Component Use
Survey Data: Perceptions of Wiki Utility
Perceptions of Wiki Utility
0%20%40%60%80%
100%ID
lear
ning
oppo
rtuni
ties
Rel
evan
t to
Teac
hing
Des
ire fo
rfu
ture
cou
rse
use
Hel
ped
save
time
Survey Question
Freq
uenc
y of
Stu
dent
R
espo
nses
Strongly Disagree
Disagree
Undecided
Agree
Strongly Agree
Survey Data: Wiki features that helped understanding wiki components and tasks
Helpful Wiki Components
0%
20%
40%
60%
80%
100%
Graphics Color Coding Templates
Survey Question
Freq
uenc
y of
Stu
dent
R
espo
nses
Strongly Disagree
Disagree
Undecided
Agree
Strongly Agree
Survey Data: Used Wiki Components
Wiki Components Used
0102030405060708090
100
PeoplePageprofile
HomePage
Directions
Email withWiki
Facilitators
Email withGroup
Members
Skype WikiTemplates
Component
Freq
uenc
y of
Stu
dent
Use
Q & A
