Thursday, July 14, 2011


Technology and Assessment

A Guide for Parents

Parents are encouraged to work with their child’s school and school district to develop a class for parents that educates about school policies on electronic resources available to parents. It is important for parents to educate themselves and stay informed about the new devices and websites children are using inside and outside of school.

What is Assessment?

Assessment is an ongoing process of setting high expectations for student learning, measuring progress toward established learning outcomes, and providing a basis for reflection, discussion and feedback to improve academic programs.

Purpose of Assessment?

Assessment seeks to support and improve student learning. It is the result of a movement toward accountability and involves a shift from the traditional view of what teachers provide to a concern for what students actually learn, do, and achieve.

Using Microsoft Word Features for More Effective Feedback on Student Writing

Parents why are Classroom assessments important?

Classroom assessment strategies involve student and teachers in the continuous monitoring of students' learning. It provides faculty with feedback about their effectiveness as teachers, and it gives students a measure of their progress as learners. Classroom assessments are created, administered, and analyzed by teachers themselves on questions of teaching and learning that are important to them.

Co- Authoring in Real Time with MS Word 2010

Word 2010 redefines the way people can work together on a document. With co-authoring, parents can edit their child’s papers and share ideas with them at the same time to assist/further their children in the writing process.

Check out the site below for more information!

http://timesofindia.indiatimes.com/tech/itslideshow/5981167.cms

What are Microsoft Word features for assessment that Teachers are using with your children?

-Highlighting
- Track Changes
- Inserting Comments
- Macros

Highlighting


The highlight feature marks text so it stands out from the surrounding text. When important text is highlighted, it’s easier for you and your students to see the text as your eyes scan the document.

Inserting Comments

You can make comments on the screen without changing the document text by using the “Insert Comment feature”. When a comment is added, Word numbers it and records it in a separate comment pane. Word then inserts a comment reference mark in the document and shades the text that's commented on.

Track Changes

When change tracking is turned on, Microsoft Word uses revision marks to indicate tracked changes. After viewing tracked changes, students can accept or reject each change. You can also choose to show or hide tracked changes on the screen or in the printed document.

Using Macros

A macro is a customized command you create in Microsoft Word. A macro is a series of commands grouped together as a single command to accomplish a task automatically. Instead of manually performing a series of time-consuming, repetitive actions in Word, you can create and run a single macro, a custom command that accomplishes the task for you.

Helpful Websites for Parents

How to use Microsoft word/Training Tutorial
http://www.youtube.com/watch?v=x9L-i0WPqNc

Using Word 2010 to create matching word assessment tasks

http://www.youtube.com/watch?v=4r8LOLl9W5M

Wednesday, July 13, 2011

E-Portfolios


Introduction to E-Portfolios

Work at your own pace training Module

What are E-Portfolios?

E-portfolios are a software system that allow for students to display a series of works for evaluation.

E-portfolios can be used to show student understanding of content. E-portfolios can be theme-based, unit-based, work-based, or a combination of these methods.

Types your Child may use?

Two types of portfolios commonly used are outcome portfolios and process portfolios. Each portfolio highlights a different skill/goal. The outcome portfolios focus on the student’s finished works. This portfolio is reserved for the student’s best work to be displayed. This would be the students’ final or culminating works (Chang, Tsend, Yueh, & Lin, 2011).

A process portfolio focuses on the process the student has taken to get to the end result. Process portfolios often include outlines, rough drafts, and then the final work. This is an effective method because it shows how far the student has come and how much planning was put into the assignment. Both portfolios can be used as indicators of student development and achievement (Chang, Tsend, Yueh, & Lin, 2011).

Video: Overview of E-Portfolios



http://www.youtube.com/watch?v=YZ_CRwifBCw&feature=related

This video is about 5 minutes long and is a great introduction to E-Portfolios. It is great for those that have not had much experience with E-Portfolios.

How to help your child?

Motivation is key to keeping your child involved in a long-term project. Do your best to keep it exciting for your child.

Ø Show an interest in their work

Ø Ask questions about any new progress they have made

Ø Talk about what they envision their final product to look like

Guidance is also important, especially for students that are new to the E-Portfolio process. It is the teacher's job to guide student progress but as a parent you can step in at home when needed.

Ø Become informed! Know the program your classroom teacher is using and make yourself familiar with it.

Ø Set aside enough time to complete larger assignment at home when needed so you child isn’t overwhelmed.

Ø Talk with you classroom teacher if you see that your child is getting off task.

Your Child’s Grades

Teachers will set up a grading system using checklists and rubrics to set a fair standard for student grading. This will be made available to your child at the beginning of every assignment.

Many have an evaluation profile that allows for self-evaluation, peer-evaluation, and teacher-evaluation. This allows for multiple modes of feedback on their work.

See the sample below. On the left-hand side you will see an example of the Evaluation system for an online portfolio (Chang, Tsend, Yueh, & Lin, 2011).


How to Check Your Child’s Grades?

There are a couple of different ways to check your child’s grades. You will need to check with your classroom teacher to see which method will be used.

Ø There may be a login and password provided to you by the classroom teacher. This would be the same access information for both you and your child.

Ø Many E-Portfolio Sites also provide a Visitor’s pass option to view student work. You can have the classroom teacher set you up an account to your child’s work.

E-Portfolio Tech Issues

Should you have any problems with the software you can check with the help desk first if it directly relates to software issues. If you have an issue with grading or project related questions, you can contact your child’s classroom teacher.

Assignment Time!

Ø Please complete the short quiz at the end of the modules.

Ø Take a Tour

Review the list of sample E-Portfolios and choose 2 to tour on your own. This will help you become familiar with the process and layouts.

https://www.livetext.com/overview/

Explore Student section portfolio

http://www.eportfolio.org/guidedtour.cfm

Start with the introduction video

http://chalkandwire.com/index.php/product/features

Star with the overview and then move to features

http://www.angellearning.com/tour.html

Begin with the tour and then review the Demo Account

Works Cited

Armellini, A., & Aiyegbayo, O. (2010). Learning design and assessment with e-tivities. British Journal of Educational Technology, 41(6), 922-935.

Chang, C., Tseng, K., Yueh, H., & Lin, W. (2011). Consideration factors and adoption type, tabulation and framework for creating e-portfolios. 2011 Computers & Education, 56(2), 452-465.

Irving, K. (2006). The impact of education technology on student achievement: assessment of and for learning. Science Educator, 15(1), 13-20.

Mechling, L., & Bishop, V. (2011). Assessment of computer based preferences of students with profound multiple disabilities. Journal of Special Education, 45(1), 15-27.

Olofsson, A., Lindberg, G., & Stodberg, U. (2011). Shared video media and blogging online: educational technologies for enhance formative e-assessment? . Campus-Wide Information Systems,28(1), 41-55.

Rossi, P., Magnoler, P., & Giannandrea, L. (2008). From an e-portfolio model to e-portfolio practices: some guidelines. Campus-Wide Information systems, 25(4), 219-232.

Terzis, V. (2010). The acceptance and use of computer based assessment. Computers and Education,56(4), 1032-1044.

Timmers, C., & Veldkamp, B. (2011). Attention paid to feedback provided by a computer-based assessment for learning on information literacy. Computers & Education, 56(3), 923-930.

Monday, July 11, 2011

Classroom Response System

SMART Response: Classroom Response System

Technology has become a crucial part of engaging and motivating students. Here you will learn about the Classroom Response System, SMART Response. Hopefully we will be able to purchase these for the school.

What is it?
SMART Response allows teachers to pose questions and students respond with individual clickers that record answers on the teachers computer. Instantly the teacher has data about the students learning. These devices allows students to be engaged in learning. Teachers can use SMART Response in a variety of ways assessing, pre and post tests, surveying, and reviewing.
With these devices teachers can accommodate special needs.

The SMART Response motivates students about taking a test. Students are excited not to take pencil and paper tests. SMART Response has a variety of models for different age groups. SMART allows you to use their teacher database, which allows access to thousands of resources. Visit the SMART Response website at http://smarttech.com/
SMART Response Everyday

Researcher Beatty and Gerace (2009) state Classroom Response Systems "can be used in may possible ways for many possible ends" (p. 147). Here are just a few ways teachers could use SMART Response in the classroom on a daily basis.
  • Taking Attendance
  • Pre Test/ Post Test
  • Assessment
  • Survey
  • Exit Poll
  • Stimulate Discussion
  • Review

Check out these videos










References
Bartsch, R., & Murphy, W. (2011). Examining the effects of an electronic classroom response system on student engagement and performance. Educational Computing Research, 44(1), 25-33.

Beatty, I., & Gerace, W. (2009). Technology-enhanced formative assessment: a research-based pedagogy for teaching science with classroom response technology. Science Education Technology, 18, 146-162.

Clarke-Midura, J., & Dede, C. (2010). Assessment, technology, and change. Journal of Research on Technology in Education, 42(3), 309-328.

Feldman, A., & Capobianco, B. (2008). Teacher learning of technology enhanced formative assessment. Science Education Technology, 17, 82-99.

Pellegrino, J., & Quellmalz, E. (2011). Perspectives on the integration of technology and assessment. Journal of Research on Technology in Education, 43(2), 119-134.

Pirnay-Dummer, P., Ifenthaler, D., & Spector, M. (2010). Highly integrated model assessment technology and tools. Educational Technology Research and Development, 58(1), 3-18.

Salemi, M. (2011). Clickenomics: using a classroom response system to increase student engagement in a large-enrollment principles of economics course. The Journal of Economic Education, 40(4), 385-404.

Tracey, T. (2010). Interest assessment using new technology. Journal of Career Assessment, 18(4), 336-344.