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.