2.7: Assessment
Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources. (PSC 2.7/ISTE 2g)
Artifact: ITEC 7430: Online Learning Experience
This artifact was created for an International Baccalaureate (IB) Middle Years Programme (MYP) Year 3 (8th Grade) class who were studying aspects of demographics in Geography. This artifact was created by myself and shared with the Individuals and Societies Year 3 teaching team as a Unit of Inquiry that would address forced migration across the planet. This artifact is aligned to Standard 2.7 Assessment, as the online learning experience summary reflects the modeling and facilitation of diagnostic, formative and summative assessments for a student completing this Unit of Inquiry online. The final product would be for a student to create a TED Talk on the discipline specific subject matter of forced migration in Geography using iMovie and creation of an accompanying PowerPoint, Prezi, Keynote or Google Presentation, enhancing student learning and their technology literacy in the appropriate use of these tools. The measurement of their technology literacy comes in the summative assessment of this Unit of Inquiry by use of the published criteria for students in MYP Year 3 Geography (including MYP Approaches to Learning (ATL) skills) in digital literacy:
Approaches to Learning Skills for Technology Literacy (Diagnostic / Formative Assessment)
Skill Category Skill Cluster
Information Literacy Skills Finding, interpreting, judging and creating information
Indicators
· Understand and use technology systems
· Access information to be informed and inform others
Transfer Skills
How can students transfer skills and knowledge across disciplines and subject groups?
· Transfer current knowledge to learning of new technologies
This artifact was also created to find an opportunity for faculty teaching this subject to raise the level technology being used in the summative assessment. For many years, this Unit of Inquiry was assessed summatively as a live presentation to peers in class or on a piece of poster board. This was time-consuming; therefore, it was considered that creating a TED Talk that could become a summative assessment artifact on the students’ electronic portfolio would deepen the use of technology skills for students and teaching opportunities for faculty. Students had learned the fundamentals of iMovie in Year 2 (7th Grade) Information Communication Technology (ICT) classes, so it was thought that this skill should be transferable to creating the TED Talk and raising their ATL Skill in this area from novice/beginning level to learner developing level as recommended by the ATL guide for MYP. Use of the tools iMovie and PowerPoint were used in the formative and summative assessments for the students to be assessed in their final, task specific rubric in the final week of the online course. Jing and QuickTime were also introduced as way in which a student could screen cast their final piece of work.
https://sites.google.com/a/aischool.org/myp/week-4.
As this artifact reflects, the original idea of creating this Unit of Inquiry was that it be taught completely online. However, as this class manifested in real time, it was conducive to replace this idea with a blended model of learning to accommodate the additional time it was taking to create the final summative assessment using iMovies and the learning involved in creating a screen cast using Jing and QuickTime. The frequent reflection in team meetings during the teaching of this Unit of Inquiry was there was too much work for students to be able to succeed in completing this unit just in their allotted homework time due to a restrictive homework policy. Therefore, I have changed the site to reflect this kind of learning.
Creating this artifact helped with student engagement of technology as they used sophisticated tools for a summative assessment – although there were instances where the students produced an excellent quality TED Talk using iMovie and PowerPoint, most stayed with the screen cast idea of using Jing and QuickTime. However, this discipline content and other criteria to be addressed in terms of knowledge and understanding lacked. Therefore, when this will be taught in the future, attention needs to be paid to student formative knowledge assessment and not just the focus in using technology.
Approaches to Learning Skills for Technology Literacy (Diagnostic / Formative Assessment)
Skill Category Skill Cluster
Information Literacy Skills Finding, interpreting, judging and creating information
Indicators
· Understand and use technology systems
· Access information to be informed and inform others
Transfer Skills
How can students transfer skills and knowledge across disciplines and subject groups?
· Transfer current knowledge to learning of new technologies
This artifact was also created to find an opportunity for faculty teaching this subject to raise the level technology being used in the summative assessment. For many years, this Unit of Inquiry was assessed summatively as a live presentation to peers in class or on a piece of poster board. This was time-consuming; therefore, it was considered that creating a TED Talk that could become a summative assessment artifact on the students’ electronic portfolio would deepen the use of technology skills for students and teaching opportunities for faculty. Students had learned the fundamentals of iMovie in Year 2 (7th Grade) Information Communication Technology (ICT) classes, so it was thought that this skill should be transferable to creating the TED Talk and raising their ATL Skill in this area from novice/beginning level to learner developing level as recommended by the ATL guide for MYP. Use of the tools iMovie and PowerPoint were used in the formative and summative assessments for the students to be assessed in their final, task specific rubric in the final week of the online course. Jing and QuickTime were also introduced as way in which a student could screen cast their final piece of work.
https://sites.google.com/a/aischool.org/myp/week-4.
As this artifact reflects, the original idea of creating this Unit of Inquiry was that it be taught completely online. However, as this class manifested in real time, it was conducive to replace this idea with a blended model of learning to accommodate the additional time it was taking to create the final summative assessment using iMovies and the learning involved in creating a screen cast using Jing and QuickTime. The frequent reflection in team meetings during the teaching of this Unit of Inquiry was there was too much work for students to be able to succeed in completing this unit just in their allotted homework time due to a restrictive homework policy. Therefore, I have changed the site to reflect this kind of learning.
Creating this artifact helped with student engagement of technology as they used sophisticated tools for a summative assessment – although there were instances where the students produced an excellent quality TED Talk using iMovie and PowerPoint, most stayed with the screen cast idea of using Jing and QuickTime. However, this discipline content and other criteria to be addressed in terms of knowledge and understanding lacked. Therefore, when this will be taught in the future, attention needs to be paid to student formative knowledge assessment and not just the focus in using technology.