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Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Judy Robison

Free Practice Tests - Varsity Tutors - 44 views

www.varsitytutors.com/practice-tests

Assessment teachers socialstudies english science math

shared by Judy Robison on 08 Nov 13 - No Cached
  • Judy Robison on 08 Nov 13
     
    Assessment | News Varsity Tutors Debuts Free Test Question Site By Dian Schaffhauser 11/07/13 Varsity Tutors, a providor of private tutoring to students online, has launched a new, free service with the intention of becoming the "Khan Academy" of practice tests. The company has introduced a Web-based assessment system intended to replace other forms of educational content such as SAT or ACT preparation books or online subscriptions to assessment materials. Varsity Learning Tools, as it's called, makes hundreds of free practice tests available in 95 subjects. Currently in open beta testing, the site lists assessment tests by subject and allows the user to choose to answer a single test, flashcards, or a question of the day. Each question can be shared through social network services. When the student answers it, a second page displays with an assessment and explanation and data on how much time was spent on the question, and how many others answered it correctly." (Read more at http://thejournal.com/articles/2013/11/07/varsity-tutors-launches-free-test-question-site.aspx?=THEEL#8hQzr0oig6X2IZmS.99)
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 77 views

www.ascilite.org.au/...drexler.html

shared by Ian Woods on 26 Sep 10 - Cached
  • Web application(networked studentcomponent) Tool usedin test case Student activitylevel of structure Social bookmarking (RSS) Delicioushttp://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alerthttp://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Readerhttp://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Bloggerhttp://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholarhttp://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skypehttp://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernotehttp://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaceshttp://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page. The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met. Figure 3: Personal web page compiles learning tools
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
  • ...1 more annotation...
  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
  • Carole Redline on 27 Sep 10
     
    Scholarly and important but also practical. Scroll down for an incredible chart of ideas that challenges older students to take charge of their own learning.
Carol Mortensen

Hypertrophic Cardiomyopathy Association - Is your child or loved one at risk for Sudden... - 0 views

www.4hcm.org/400475.html

association child loved cardiac arrest sca

shared by Carol Mortensen on 02 Aug 11 - No Cached
  • Carol Mortensen on 02 Aug 11
     
    The loss of many of our young students and athelets is due to this. Please take a minute and read. "This form will help you identify those who may be at risk and who will benefit from additional testing to look for conditions that cause SCA. The HCMA offers the Sudden Cardiac Arrest Risk Assessment Form, SCARAF, This form should be distributed to all school age children and families. This 2- page form has the AHA 12 point items addressed and written in a manner that a parent is more likely to provide as clinically relevant data to a physician. This document was created with the assistance of Dr. Robert Campbell and the HCMA. It offers 3 options Yes - No - Unsure. Should the parent/you answers Yes or Unsure to any question they are offered 3 steps to follow: 1. Bring this form to your personal physician and discuss cardiac screening. 2. Seek an evaluation from a cardiac professional including appropriate testing (ECG, echocardiogram and additional if warrented) and consultation. 3. Share this information with your family. This tool creates a clinical indication for testing should the parent identify a risk factor; therefore, the clinical evaluation and testing should be covered by all major insurance programs in the USA. This tool also has the power to move beyond the child and to the parent as it is far more common to see a death under the age of 54 and over the age of 24, therefore the parents are at a similar risk as the child."
H DeWaard

5 Fantastic, Fast Formative Assessment Tools | Edutopia - 131 views

www.edutopia.org/...e-assessment-tools-vicki-davis

formative assessment tools edutopia Vicki_Davis technology Kahoot Socrative Chatzy Today's_Meet

shared by H DeWaard on 28 Jan 15 - No Cached
scottbeattie liked it
  • H DeWaard on 28 Jan 15
     
    With tools like Socrative, Kahoot, Zaption, Chatzy, and Plickers, teachers can use tech for immediate feedback about how students are learning and understanding the lesson.
Glenn Hervieux

Digital Formative Assessments! - 100 views

www.smore.com/-digital-formative-assessments

formative assessment webapp

shared by Glenn Hervieux on 16 Jun 16 - No Cached
  • Glenn Hervieux on 16 Jun 16
     
    Embedded in a Smore Page, here is a nice collection of digital formative assessment tools. There are a few here I wasn't familiar with I'd like to try out.
amberdewire

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 87 views

www.ascd.org/...eys-to-Effective-Feedback.aspx

feedback assessment teaching formative UBD Wiggins

shared by amberdewire on 03 Oct 12 - No Cached
  • Whether the feedback was in the observable effects or from other people, in every case the information received was not advice, nor was the performance evaluated. No one told me as a performer what to do differently or how "good" or "bad" my results were. (You might think that the reader of my writing was judging my work, but look at the words used again: She simply played back the effect my writing had on her as a reader.) Nor did any of the three people tell me what to do (which is what many people erroneously think feedback is—advice). Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
  • Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001).
  • Feedback Essentials
  • ...25 more annotations...
  • Goal-Referenced
  • Tangible and Transparent
  • Actionable
  • User-Friendly
  • Timely
  • Ongoing
  • Consistent
  • Progress Toward a Goal
  • But There's No Time!"
  • remember that feedback does not need to come only from the teacher, or even from people at all. Technology is one powerful tool—part of the power of computer-assisted learning is unlimited, timely feedback and opportunities to use it.
  • learners are often unclear about the specific goal of a task or lesson, so it is crucial to remind them about the goal and the criteria by which they should self-assess
  • I recommend that all teachers videotape their own classes at least once a month. It was a transformative experience for me when I did it as a beginning teacher.
  • research shows that less teaching plus more feedback is the key to achieving greater learning.
  • Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
  • Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
  • Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances.
  • Score student work in the fall and winter against spring standards, use more pre-and post-assessments to measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
  • Effective supervisors and coaches work hard to carefully observe and comment on what they observed, based on a clear statement of goals. That's why I always ask when visiting a class, "What would you like me to look for and perhaps count?"
  • . Less teaching, more feedback. Less feedback that comes only from you, and more tangible feedback designed into the performance itself.
  • how we are doing in our efforts to reach a goal.
  • get another opportunity to receive and learn from the feedback.
  • computer games
  • quickly adapt
  • ack, do you have some ideas about how to improve?" This approach will build greater autono
  • ck, do you have some ideas about how to improve?" This approach will build greater autono
  • Mark Gleeson on 03 Oct 12
     
    Wiggins Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.
  • amberdewire on 05 Aug 15
     
    Effective Feedback - Grant Wiggins
Yozo Horiuchi

5 Fantastic, Fast, Formative Assessment Tools - 128 views

www.edutopia.org/...e-assessment-tools-vicki-davis

Assessment

shared by Yozo Horiuchi on 24 Apr 15 - No Cached
  • Yozo Horiuchi on 24 Apr 15
     
    I thought I could read my students' body language. I was wrong. As an experiment, I used Socrative when I taught binary numbers. What I learned forever changed my views on being a better teacher. Formative assessment is done as students are learning. Summative assessment is at the end (like a test).
Mark Glynn

ERIC - Enhancing the Impact of Formative Feedback on Student Learning through an Online... - 49 views

eric.ed.gov/?id=EJ895699

feedback higher education assessment paper 2010 paraskakis hatziapostolou

shared by Mark Glynn on 03 May 16 - No Cached
  • Mark Glynn on 03 May 16
     
    "Formative feedback is instrumental in the learning experience of a student. It can be effective in promoting learning if it is timely, personal, manageable, motivational, and in direct relation with assessment criteria. Despite its importance, however, research suggests that students are discouraged from engaging in the feedback process primarily for reasons that relate to lack of motivation and difficulty in relating to and reflecting on the feedback comments. In this paper we present Online FEdback System (OFES), an e-learning tool that effectively supports the provision of formative feedback. Our aims are to enhance feedback reception and to strengthen the quality of feedback through the way feedback is communicated to the students. We propose that an effective feedback communication mechanism should be integrated into a student's online learning space and it is anticipated that this provision will motivate students to engage with feedback. Empirical evidence suggests that the developed system successfully addressed the issues of student engagement and motivation and achieved its objectives. The results of using the system for two years indicate a positive perception of the students which, in turn, encourage us to further explore its effectiveness by extending its functionality and integrating it into a an open source learning management system"
Tonya Thomas

Future Work Skills 2020 - 3 views

apolloresearchinstitute.com/...52

skills future 21stcenturyskills work Research resources tools

shared by Tonya Thomas on 09 Oct 12 - No Cached
  • Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity.Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration.Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making.Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence.Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency.Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management.Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking.Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking.New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy.Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset.
  • Tonya Thomas on 09 Oct 12
     
    "Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity. Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration. Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making. Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence. Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency. Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management. Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking. Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking. New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy. Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset."
Glenn Hervieux

7 Tools for Building Review Games - 97 views

www.freetech4teachers.com/...for-building-review-games.html

quizmaker quiz formative assessment assessment

shared by Glenn Hervieux on 19 Jun 15 - No Cached
  • Glenn Hervieux on 19 Jun 15
     
    Good ideas for quizzing/formative assessment activities, including Jeopardy Style games, Kahoot, Socrative, Classtools.net, and Tinypad
Amy Roediger

Create active prompt - 122 views

activeprompt.org/myprompts

Formative assessment CFA assess image web2.0

shared by Amy Roediger on 17 Nov 13 - No Cached
  • Amy Roediger on 17 Nov 13
     
    Very cool formative assessment tool - import an image and create a prompt. Share the link. Collect the data.
Sonja Phillips

https://plickers.com/ - 127 views

plickers.com

assessment plickers studentresponsesystem

shared by Sonja Phillips on 12 May 14 - No Cached
  • Deborah Baillesderr on 12 May 14
     
    I had to look at some YouTube videos before I really understood how this works. A student response system that you can do without any computers for the students. Love this, I'm trying it this week! Undate: I tried this wonderful student response system this week. It worked great and the kids were into it!
  • Jamie Martin on 11 Nov 14
     
    Instant feedback using your phone/tablet. Students have cards to show their answer (A, B, C, or D). Quick formative assessment data without the need for student devices.
  • Sonja Phillips on 14 Sep 15
     
    Tool to collect real-time formative assessment without the need for student devices; app download to iPad/iPhone - QR code pre-printed; kids hold up the QR code oriented to the multiple choice options - teacher scans room with their device and receives data on device
Glenn Hervieux

60 Non-Threatening Tools for Formative Assessment and Processing Activities - 92 views

www.levy.k12.fl.us/...60FormativeAssessment.pdf

shared by Glenn Hervieux on 25 Feb 16 - No Cached
  • Glenn Hervieux on 25 Feb 16
     
    A great list of tools for Formative Assessment provided by the Levy County Schools in Florida.
Matt Renwick

Using formative tools for better project results - SmartBlogs - 63 views

smartblogs.com/...ols-for-better-project-results

pbl assessment

shared by Matt Renwick on 11 Jul 14 - No Cached
  • She planned to keep reworking it, applying layers of acrylic until she got the play of light just the way she wanted. Then she laughed and said, “You should see what’s underneath! I bet there are three or four versions beneath this one.” Not only was the student producing a lovely painting — which would one day grace her family’s living room — but she was paying close attention to her learning process. At the end of each class, she added a short reflection to her project journal, which she was keeping on a Google Doc shared with her teacher.
  • As I listened to this student describe her learning experience, however, it seemed that the more meaningful assessment was happening long before the project came to a close.
  • Encourage students to make self-assessment a habit, too. Invite students to request workshops or mini-lessons in areas where they want more help. One PBL teacher reserves a corner of the class whiteboard for just this purpose. Use journals or blogs to encourage goal-setting, self-assessment and reflection throughout a project.
teacherboyle

EduCore - Tools for Teaching the Common Core - ASCD - 74 views

educore.ascd.org

common core resources ccss

shared by teacherboyle on 06 Sep 12 - No Cached
  • teacherboyle on 06 Sep 12
     
    the tools, and add notes. Register Now Learn how to implement instructional resources that support the use of formative assessments in the secondary math classroom, as well as design your own literacy template tasks that create high-quality and engaging student assignments. The EduCore platform is specifically dedicated to providing secondary teachers with high-quality teaching and learning resources aligned to the Common Core. The Math and Literacy Tools on this site have been designed with you, the teacher, and your students in mind. Strong Student-Teacher Relationships Within the Common Core, students and teachers become partners in the teaching and learning process. 123
Jason Finley

Diigo in Education - 108 views

Marie, my primary use and focus with Diigo is the social networking aspect that you mentioned. There is definitely truth to the statement that "Chance favors the connected mind." I've created a g...

Diigo

started by Jason Finley on 25 Oct 11 6 follow-ups, last by Jason Finley on 27 Oct 11
H DeWaard

The Qualitative Formative Assessment Toolkit: Document Learning with Mobile Technology ... - 77 views

www.edutopia.org/...ile-technology-reshan-richards

assessment technology toolkit QFAT photos screenshots filming screencasting

shared by H DeWaard on 17 Mar 15 - No Cached
  • H DeWaard on 17 Mar 15
     
    To assess your students' ongoing awareness of what and how they're learning, consider using cameras, screenshots, video, and screencasting as everyday classroom tools.
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