In class we are doing group presentations to show tools and ideas for assessment and how to use and adapt them. So far the presentations have been helpful and exciting, despite focusing on other subject areas. The groups have found interesting ways to incorporate assessment into their Units, and its exciting to see their ideas presented in a classroom scenario. These are a few of my favourite assessment tools that groups shared:
SeeSaw App (http://web.seesaw.me/):
This is an interactive digital resource that allows students to post work and activities on a safe, secure, digital portfolio format. The group that shared this tool applied it to their Phys Ed unit plan, where students would use it to check-in and update their progress. This App also has features that mimic social media sights and allow for interaction between students. There is an option to invite parents to access their child’s work through the app so they can stay involved in their child’s progress. This would be an amazing tool for high school classes because parents are less often included in the classroom happenings. It would be fantastic to involve parents in the work going on and allow them to follow along through an app on their phone or device.
Question: I wonder how engaging the platform is for students. Is the app exciting enough that students will be motivated to add and update consistently? What if their progress slows or they can not see how they are improving?
I have seen this tool in multiple situations and love the use of it for the Science presentation in class. This tool allows for a lot of flexibility, as teachers can adapt and change the questions and the prompts, and also the answers or ‘corners’ for the activity. Most commonly the prompts are broad ideas or statements, and the corners are agree, disagree, strongly agree, and strongly disagree. This set up allows for students to pick a side or response, then expects that they can discuss and explain their reasoning. This encourages dialectical thinking in class discussions, as students can see various points of view and perspectives. I like when this tool allows for discussion, rather than being used diagnostically for yes and no questions. Expecting students to understand and then defend their ideas and answers gives opportunity to reach higher levels of Bloom’s taxonomy.
Question: Is the Four Corners tool more effective for diagnostic or formative assessment? Can it be used summatively? Or more importantly, would it be an effective form of summative assessment?
This tool was presented as an English assessment tool, but could be effective in a Social Studies classroom as well. The task is to have students summarize a piece of writing in 10-15 words, then 30-50 words, and then 75-100 words. This requires students to figure out what they understand, then think deeper and be more descriptive as the summaries get longer. I think this is such a cool idea to get students thinking about their writing, as well as their understanding of a given topic or piece of writing.
In a Social class I think that the 3x summary would be good for reviewing topics already covered, to check for understanding once a topic is finished. This would also be a great tool to use in prepping for a larger writing piece such as a formal essay, which is a common formative assessment, but is also a large project for students first starting out. Having this summary of what they know would be a great way to break down an assignment that may seem overwhelming.
Question: I wonder if the 3x Summary could be useful in journaling activities, or more personal work like that? I also wonder how tools like this can be adapted to truly benefit EAL Students, or weak writers? It does break down the process, but if students do not have the vocabulary or understanding to stretch the summary to 100 words the task could be pointless.
I want to thank my class for their presentations last week. It was really interesting to see how assessment is done in areas like Phys Ed and Science, and exciting to see how my peers translate the class material into their own lessons and ideas.