Assess Meant?

There are several essential questions that should be considered when determining which classroom assessment to use:

1. What is learning goal or outcome is being measured?
2. What evidence is required to demonstrate students have achieved the learning goal being measured?
3. What type of assessment will render that result?

Assessment is valuable if it provides evidence that it should. The assessment must measure the knowledge, skills, or abilities that match the learning objectives. 

There are a variety of assessments including factual tests and performance assessments. There are informal assessments such as day-to-day observation and formative assessments such as concept maps representing understanding or exit tickets. More formal assessments include summative assessments such as midterm examinations, encompassing projects, research papers, and performance recitals. The difference is that formative assessments tend to be lower stakes (low to no point value) where summative assessments tend to be higher stakes (higher point value). However both types of assessment provide invaluable information with regard to student performance and can offer data that assists the educator in developing an appropriate learning environment for all students. 

The decision on which type of assessment to use can also depend upon:

1. The type of information being taught
2. The purpose of instruction
3. What the instructor wishes to learn from the assessment

Another important piece to consider is that assessment can be incorporated into the learning environment and the curriculum without interrupting the learner, unlike many of the current standardized tests, which often require reorganization of the academic learning schedule. Performance assessments might include a speech or oral presentation, having a conversation about a specific topic, creating a poem or writing project, or conducting a survey and evaluating and explaining the results.

Jump In...Get Wet

I could create an entire series of posts on a technology infused classroom. In fact I could create an entire blog on a technology infused classroom. I’ve considered it, but the reality is that others are already doing this and there’s no reason to reinvent the wheel. 

In my previous blog post, Swimming in the Deep End, I used Rachel Yurk’s (2015) explanation of SAMR and her analogy of educators as swimmers in a pool, and with her permission I am going to use part of her presentation TPACK, SAMR, Knoster, and What? to explain appropriate technology infusion in the classroom.

Here is the substitution stage of SAMR. The educator, represented by the baby in the floating boat, is very much protected by several things - the boat, the fact that an adult is probably nearby, the hat and long swim sleeves. This educator is not really technologically infused. This educator has access to technology but is using it to replace other items in her classroom. An example would be an educator who has access to an ELMO or digital projector and uses it to show the text book on the screen. Yes, the educator is using technology, but the technology isn't really being integrated into the curriculum, instead the book is merely larger in print.

Here is the augmentation stage of SAMR. This educator, represented by the young swimmer in swim wins and goggles, is now moving somewhat independently. While still closely watched by an adult, this young child is demonstrating the ability to move on his own. This educator would be using technology infusion in a new way. Yurk (2015) uses the example of creating a book response digitally. The technology is now adapted for the task. Instead of writing a traditional book response, the student must create a script, learn to use some form of technology such as an application like ChatterKids, find images to represent the book, download the images, and create a talking book within a thirty second time frame (the limitation of ChatterKids to create a digital talking image). While still creating a book response, the student is now utilizing technology to create a product and not just using it as a replacement tool.

Modification is the next stage of SAMR. This educator, represented by the youthful swimmer is able to swim independently and without much interference from an adult. The educator would be using technology to create new assignments and tasks. In this stage, technology infusion would begin to be much more predominant in the classroom. Students might be creating their own and responding to classmates documents in Google Docs rather than working on worksheets. Another example of technology infusion at this level is the Monster Project in which students draw, write and exchange ideas (and which could be done completely through Google Docs and Google Draw if so desired).

The final SAMR stage is redefinition. The educator, represented by the sailor on the boat, is confident in his abilities to incorporate technology. Technology at this stage is completely infused and the activity would not be possible without the technology used. For example, an educator infusing technology at this level might assign students to complete a persuasive movie using smartphones or other recording technology, adding in sounds or images in film editing software, and generating a film festival for an authentic audience.

The Importance of Visual Literacy

In this video, a student, McDonald (2012), presents the argument that visuals could be more effectively used in the classroom. Citing that advertising agencies, companies, and filmmakers are using visuals in order to influence consumers every day, the student argues that visual literacy should be a stronger component in the classroom. McDonald further argues that the messaging that visuals play in today’s society must be addressed in the classroom - what advertisers or companies are providing to consumers and the manner in which it is presented should be taught so that consumers can be intelligent with regard to purchases or with regard to what is being sold.

Further, filmmaker Martin Scorsese explains the need for visual literacy for learners. Scorsese points out that learning will occur as individuals attempt to access the visuals through a camera, even if it isn’t to become a filmmaker but the learner ends up becoming a painter, learning occurs. Additionally, Scorsese points out that young people are taking two to three hours of their time to view a film and students should have their eye and heart trained to think about a story told to them in visual terms. Scorsese echoes the sentiments of McDonald , by pointing out similar concerns during his interview.

I think that both McDonald and Scorsese make valid points. If educators are to teach critical thinking skills, why not use visual images and visual literacy as a method of delivery? Students are already familiar with visuals and will respond to them and visuals within a classroom should not be limited to charts, tables, maps and other academic materials. One of the earliest forms of literacy is identification of signs and other recognizable items within emergent literacy also known as environmental print. Adults are encouraged to assist their child with identification of words on signs and praise youngsters who identify various locations based on icons and graphic symbols. Toddlers are praised for recognizing the golden arches as McDonald’s. However as students age, we reduce the value of this as part of literacy and focus on text and text aspects. 

Resource:

Edutopia.org (Edutopia). (2012, June 15). Martin Scorsese on the importance of visual literacy [Video file]. Retrieved from https://youtu.be/I90ZluYvHic

McDonald, L. (Producer, Director, and Writer). (2012). Visual literacy: Enhancing the reading landscape [Video file]. Retrieved from https://youtu.be/6MBo2Ak4gXU

Swimming in the Deep End

There are various instructional strategies that add to the learning of students within the 21st century. Recently I heard my colleague, Rachel Yurk, speak on the TPACK model and the SAMR model with regard to technology integration in the classroom. My colleague equated SAMR to a swimming pool in which learners are either novice, developing, proficient, or expert swimmers and she used the following graphic to show where a learner is with regard to swimming in the pool.

Educators who are using technology in the substitution phase of SAMR are in the shallow end of the pool. They are safe and are using technology as an instructional tool to substitute for another tool. For example, an educator who is in the substitution phase might be implementing iPads in the classroom for skill and drill math flash cards through a flash card app rather than providing cardstock traditional flash cards.

Educators who are using technology in the augmentation phase of SAMR are in the slightly deeper end of the shallow end of the pool. They are approaching that “drop off” point where the pool bottom deepens significantly. These educators may be standing on their tip toes but they are still head above water and have not submerged the technology into their learning experience. In this phase, an educator might be using an iPad app to demonstrate student mastery of a concept such as creating paper slide videos using iMovie.

Educators who have moved into the modification phase of SAMR are now in the deep end of the pool but still not in the deepest portion. They may be in water over their heads but they are able to jump off the bottom of the pool and rise to the surface quickly. These educators are using technology integration as an alternative form of traditional teaching - for example app smashing to create new learning and demonstrate mastery with multiple tools.

Educators who swim in the redefinition phase of SAMR are now in the deepest end of the pool and are able to submerge completely and confidently. They are creating new learning by using the technology in a way in which it has never been used. A teacher in the redefinition stage was one who envisioned using Skype within the classroom to connect with other classrooms and with experts, breaking the four walls of the classroom and creating a new experience for his or her students.

Educators who are willing to swim in those deeper ends of the pool will ultimately benefit and enrich their students because they are offering opportunities for engagement that students lack when educators stay within the safety of the shallow end. There are times, particularly when learning new technology, that educators need to train in the shallow end, but to linger there does not benefit the learner nor does it benefit the educator.

SOURCE: http://www.hippasus.com/rrpweblog/archives/2014/12/11/SAMRandTPCK_HandsOnApproachClassroomPractice.pdf