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This page highlights using the new Bloom's Taxonomy to design meaningful learning assessments by Kevin Smythe & Jane Halonen. Scroll down the page to view the "cognitive taxonomy circle". It's a very useful graphic.

PSSA Test Taking Strategies. This is a quick assessment for students to determine how well they understand the various strategies for taking a test.

Thought this was an interesting way to assess students test taking strategies.

"iRubric is a comprehensive rubric development, assessment, and sharing tool. Designed from the ground up, iRubric supports a variety of applications in an easy-to-use package. Best of all, iRubric is free to individual faculty and students. iRubric School-Edition empowers schools with an easy-to-use system for monitoring student learning outcomes and aligning with standards. Click. Click. Done. Scoring rubrics cannot be made any easier. Just pull up a rubric from the gradebook, click, click, and you're done. Rubric scores are automatically adjusted to the coursework grading scale and posted on the gradebook. All you have to do next is to press [save]. Students get a copy of the scored rubric securely... no more paperwork, no more calculations and no more confusion. Finally, spend more time teaching and less time grading. Only with iRubric. "

PSSA standardized test prep material, online assessments. Grade 2-8.

The goal of Digital Literacy is to teach and assess the basic concepts and skills needed to use a computer. Computer technology can help you in your everyday life to develop new social and economic opportunities for yourself, your family and your community. Whether you are entirely new to computing or have some experience, this curriculum will help you understand computers better. From using the Internet, to sending e-mail, to creating a CV, the Digital Literacy Curriculum helps you develop the essential skills you need to begin computing with confidence.

ASSISTments is a free web-based platform that allows teachers to write individual ASSISTments (composed of questions and associated hints, solutions, web-based videos, etc.). The word "ASSISTment" blends tutoring "assistance" with "assessment" reporting to teachers. It supports all subjects (i.e.,Math, English etc.) and due to federal grants, has a huge repository of math content. ASSISTments is not just a math tutoring system. Its an "eco-system" of researcher, schools, parents, funders, and state partners, working together to help students. Each of the partners get something out of it, and each contributes something.

The presentation will describe SCAFFOLD - Scale for  Forums/Online Discussion Assessment. The authors will  describe the SCAFFOLD instrument as a tool for  categorizing and describing contributions. The process for  establishing reliability and validity will be detailed. 

"This author's position is that asynchronous online discussions face an array of resolvable pedagogical and course management challenges. Online discussions can transform mere course chatter into a cyber forum of student-centered learning through meticulous planning, designing and orchestrating. After introducing common issues, a literature review summarizes the contributions that online discussions bring to distance learning. The author then addresses pedagogical and managerial issues that plague online discussions with strategies that instructors may readily employ. In the pedagogical realm, these include insights on organizing online discussions, using groups to facilitate interactions, establishing discussion parameters, and ensuring that the course syllabus introduces online discussion details. In the managerial realm, approaches are offered regarding overseeing discussion windows, using icebreakers, assessing student performance, ongoing communications, maintaining an online presence, netiquette, and a variety of other online discussion tips. In support of online instructors, the article weaves in relevant literature with the hard learned lessons from the author's ongoing attempts to improve online discussions. It concludes by urging instructors to cultivate improvement continuously through candid self-critique supplemented by student feedback."

In an environment where global economy, global collaboration, and global 'knowledge' are  the aspiration of many countries, the understanding of the complexities of plagiarism becomes  a global requirement that needs to be addressed by all educators and learners. This paper  considers a simple definition of plagiarism, and then briefly considers reasons why students  plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation  (TPA:CTLI) is working closely with faculty, managers, student support services and library  personnel to introduce strategies and tools that can be integrated into programmes and  curricula whilst remaining flexible enough to be tailored for specific learners. The authors  therefore provide an overview of one of the tools available to check student work for  plagiarism - Turnitin - and describe the academic Professional Development (PD)  approaches that have been put in place to share existing expertise, as well as help staff at  Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its  use. Evaluation and results are considered, before concluding with some recommendations. It  goes on to theorise how blended programmes that fully integrate academic literacy skills and  conventions might be used to positively scaffold students in the avoidance of plagiarism.  Conference participants will be asked to comment on and discuss their institutions' approach  to supporting the avoidance of plagiarism (including the utilisation of PDS and other  deterrents), describe their own personal experiences, and relate the strategies they employ in  their teaching practice and assessment design to help their learners avoid plagiarism. It is  planned to record the session so that the audience's narratives can be shared with other  practitioners.

"Scoring method used to assess student achievement according to predetermined criteria in home tuition mont kiara."

"90-day FREE Trial Welcome Socrative users! We have pre-made Shared Quizzes on all of our public radio stories, making it easy for you to bring the power of public radio into the classroom anbd assess students' listening comprehension!"

Stop Disasters is a collection of disaster simulation games created by the ISDR (International Strategy for Disaster Reduction). As students play the games, they learn about natural disasters and actions that people can take to help protect themselves and others. The student's job is to plan and construct a safer environment for their population. Students must assess the disaster risk and try to limit damage when natural disasters strike. Some advice that students are given within the game will be good and some of it will be bad, it is up to them to discern which is which. Students can choose from 5 different scenarios, Tsunami, Earthquake, Hurricane, Wild Fire, and Flood. Each scenario has 3 levels: easy, medium, and hard. When students enter the simulation, they are greeted by a local who briefs them on the situation. Students are given a budget and time limit to complete the necessary precautions. After 20 min., the natural disaster occurs and tests their solutions. Students develop the land and learn about their choices each step of the way. During the game students can keep track of their budget, the population they are working to keep safe, a map and risk management map, and their remaining time. The game is very engaging, it reminds me of the SIM City games that I played as a kid. This game will put those critical thinking muscles to the test!

"n Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student "voice and choice," rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication & critical thinking), and..."

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students." /> <!-- body { background-color: #FFFFFF; margin-left: 20px; margin-top: 10px; } --> This is a cached version of http://fcit.usf.edu/matrix/index.html. Diigo.com has no relation to the site.x

"This whitepaper takes a comprehensive look at the research, policies, and practices of technology literacy in K-12 settings in the United States. It builds a research-based case for the central importance of "doing" as part of technology literacy, meaning more than just being able to answer canned questions on a test. It also explores the current approaches to develop meaningful assessment of student technology literacy at a national, state, and local level."

An interesting site that allows staff to assess student understanding of the acceptable use policy. The sample policies are simple and interesting, too.

"Like an IMC in the real world, you will find... * tools for planning, using and managing your own environment, * a solid foundation for supporting standards and assessment practices, * classroom projects, lessons, units, field trips, extended studies, international databases in almost any subject and across subjects, * references and contests for students, * multimedia creation and samples, * professional development and publishing opportunities, * tips for school, family and community partnerships, public groups and private industry, and * space to conference with colleagues"

Great rubric for assessing participation in online communities

for your journalism teachers

Great lesson plan and assessment ideas for teaching online newswriting from Knight Digital Media Center