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djplaner

The "Immeasurable" Part 2 - 1 views

willrichardson.com/...the-immeasurable-part-2

assessment 21stcenturyskills learning education

shared by djplaner on 08 Aug 12 - No Cached
  • djplaner on 08 Aug 12
     
    A blog post that presents a graph giving one representation of where certain skills and knowledge sit along two axes - "difficulty to assess" and "learning in a networked world". The argument is that most assessment in formal education focuses on content knowledge and basic skills.  Rather than on more important but more difficult to assess knowledge and skills. It might not be 100% correct, but it's good food for thought. What are you teaching and assessing in your teaching?  What am I doing?
djplaner

Using rich assessment tasks in mathematics to engage students and inform teaching - 3 views

www.arm.catholic.edu.au/...essment_paper_rich%20tasks.pdf

assessment mathematics

shared by djplaner on 06 Sep 12 - No Cached
  • djplaner on 06 Sep 12
     
    Paper talking about rich assessment tasks. Some nice examples of problems with assessment and some examples of rich assessment tasks.
djplaner

Assessment - Aussie Educator - 0 views

www.aussieeducator.org.au/...assessment.html

assessment

shared by djplaner on 17 Oct 12 - No Cached
  • djplaner on 17 Oct 12
     
    Collection of resources around assessment for an Australian context
debgran

Deeper Learning: Performance Assessment and Authentic Audience | Edutopia - 1 views

www.edutopia.org/...udents-teachers-shawn-cornally

authentic assessment

shared by debgran on 28 Aug 15 - No Cached
    • debgran
      debgran on 28 Aug 15
       
      Something to keep in mind when reflecting on authentic assessment
  • debgran on 28 Aug 15
     
    I really see value in changing the point system mindset when assessing students
cddoran

Can a Child's Creativity and Persistence be Assessed by a Game? | MindShift - 3 views

blogs.kqed.org/...sistence-be-assessed-by-a-game

ICT creativity

shared by cddoran on 11 Mar 15 - No Cached
  • cddoran on 11 Mar 15
     
    Researchers are looking into how well "stealth assessments" embedded in video games could help measure less tangible qualities like creativity and persistence.
  • cddoran on 11 Mar 15
     
    Researchers are looking into how well "stealth assessments" embedded in video games could help measure less tangible qualities like creativity and persistence.
  • ssbe2015 on 16 Mar 15
     
    I played the maths challenge Dragonbox, and was just going to spend a few minutes on this game but I found it fun to keep going and work out how to continue with the problems when I got stuck, until I understood the concept that the challenge was teaching. In a way I was trying to be creative in solving these problems along the way and was learning as well. This idea could be carried on outside the came creating my own idea of Algebra using everyday items. I think that when learning is taking place creativity and innovation are not far behind. Dragonbox http://www.nytimes.com/2013/11/14/technology/personaltech/with-apps-children-can-play-the-game-of-math.html?_r=0
djplaner

Welcome to the Mathematics Assessment Project - 1 views

map.mathshell.org/...index.php

math assessment lessons

shared by djplaner on 15 Nov 12 - No Cached
  • djplaner on 15 Nov 12
     
    American project looking at developing mathematic assessments that move beyond traditional methods.
Carla Frohloff

Week 10- Easy Assessment | Carla Frohloff's EDC3100 Blog - 0 views

carlafrohloff.edublogs.org/...week-10-easy-assessment

EDC3100 resources education technology ICT Assessment

shared by Carla Frohloff on 01 May 13 - No Cached
  • Carla Frohloff on 01 May 13
     
    Hi Everyone. I have blogged about a resource to incorporate ICTs in Assessment. Feel free to check it out at the link above.
sandra2812

Dipsticks: Efficient Ways to Check for Understanding | Edutopia - 4 views

www.edutopia.org/...-for-understanding-todd-finley

PCK assessment

shared by sandra2812 on 21 Apr 15 - No Cached
  • sandra2812 on 21 Apr 15
     
    This article provides definitions for formative and summative assessment and includes 55 ways to check for understanding
  • elleroch on 22 Apr 15
     
    This really helped me with some creative assessment ideas.
Karen Thompson

Assessment and Rubrics - Kathy Schrock's Guide to Everything - 0 views

www.schrockguide.net/assessment-and-rubrics.html

resources

shared by Karen Thompson on 17 Aug 12 - No Cached
  • Karen Thompson on 17 Aug 12
     
    ICT Assessment Rubrics plus so much more
Joe Wright

8 Excellent Tools for Formative Assessment to Try With Your Students - 1 views

www.educatorstechnology.com/...llent-tools-for-formative.html

formative assessment resources

shared by Joe Wright on 18 Mar 14 - No Cached
  • Joe Wright on 18 Mar 14
     
    If you look at Hattie's research (I posted earlier today) you will see Formative assessment as one of the big influencers on student learning. I posed the question - 'how do ICT's feed into this?'. Here's one example ... (well, 8 examples ...)
alicefoddy

geddit - 2 views

letsgeddit.com

assessment resources ictexamples

shared by alicefoddy on 21 Feb 15 - No Cached
    • alicefoddy
      alicefoddy on 21 Feb 15
       
      This resource is excellent as a method of formative assessment or as a teaching strategy in the classroom to track students progress. Students are able to answer various questions, and through this identify and reflect on how well their learning is going within a topic. I will probably blog about this in my assignment as it is an excellent resource that I've used before. 
  • alicefoddy on 21 Feb 15
     
    This resource is excellent as a method of formative assessment or as a teaching strategy in the classroom to track students progress. Students are able to answer various questions, and through this identify and reflect on how well their learning is going within a topic. I will probably blog about this in my assignment as it is an excellent resource that I've used before. 
djplaner

"Slowmation" by Kathryn Paige, Brendan Bentley et al. - 2 views

ro.ecu.edu.au/1

week2 why

shared by djplaner on 25 Feb 16 - No Cached
nruthie liked it
  • djplaner on 25 Feb 16
     
    Journal paper that talks about a particular use of ICT in learning. May be referenced a bit in the week 2 learning path to touch on "why" ICT is used with pedagogy. *Abstract* Slowmation is a twenty-first century digital literacy educational tool. This teaching and learning tool has been incorporated as an assessment strategy in the curriculum area of science and mathematics with pre-service teachers (PSTs). This paper explores two themes: developing twenty-first century digital literacy skills and modelling best practice assessment tools. In the growing debate about the impact of multi-model representations, researchers such as Hoban and Nielsen, and Brown, Murcia and Hackling emphasise the development of conceptual understandings and semiotics. This paper focuses on PSTs' experiences of and reflections on Slowmation as an educational tool. Data was collected from a cohort of final year PSTs who created, presented and reflected on their Slowmation process.
cosmicfire75

Sploder - Make your own Games, Play Free Games - 2 views

www.sploder.com

goodishexample assessment component

shared by cosmicfire75 on 17 Mar 16 - Cached
  • cosmicfire75 on 17 Mar 16
     
    Great for a design unit - students can create an educational game in small groups and be assessed on the final product
djplaner

The One-Minute Paper - 1 views

www.oncourseworkshop.com/Awareness012.htm

evaluation assessment

shared by djplaner on 30 Apr 12 - Cached
  • djplaner on 30 Apr 12
     
    A popular, quick assessment technique that could be combined with online surveys/clickers.
djplaner

20 Simple Assessment Strategies You Can Use Every Day - 2 views

www.teachthought.com/...t-strategies-can-use-every-day

assessment

shared by djplaner on 07 May 14 - No Cached
  • djplaner on 07 May 14
     
    Not directly related to ICTs, but definitely pedagogy and some of these can be enhanced through ICTs.
corinnawest

Formative assessment - Google Slides#slide=id.p - 0 views

docs.google.com/...pub

resources

shared by corinnawest on 26 Aug 15 - No Cached
  • corinnawest on 26 Aug 15
     
    Good ideas for Formative assessment tasks
jadephilp

The Australian Curriculum v4.2 Information and Communication Technology (ICT) capability - Learning continuum - 3 views

www.australiancurriculum.edu.au/...Continuum

shared by jadephilp on 12 Mar 13 - No Cached
    • Kirstie Willadsen
      Kirstie Willadsen on 12 Mar 13
       
      This bubbl.us concept map in an example of what the teacher can use to create resources for students as well as a way students can demonstrate creatively their ideas and understanding of ICT.  This links directly to what foundation year students should be able to achieve by the end of the year found under the creating with ICT heading.  
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • ...15 more annotations...
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples Examples: using tables, photos and sketches in planning documents English (ACELY1682) Science (ACSIS054) History (ACHHK078) Generate solutions to challenges and learning area tasks create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes Show examples Examples: editing text, images, audio, and video for presentations and story-telling; transforming data between numerical and graphical digital representation; applying editing strategies Mathematics (ACMMG091) English (ACELY1685) History (ACHHS071) Level 4 Typically by the end of Year 6, students: Generate ideas, plans and processes use ICT effectively to record ideas, represent thinking and plan solutions Show examples Examples: using timeline software to plan processes; using concept mapping and brainstorming software to generate key ideas; using graphic and audio visual software to record ideas Mathematics (ACMNA123) English (ACELY1704) Science (ACSIS086) Generate solutions to challenges and learning area tasks independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes Show examples Examples: manipulating and combining images, text, video and sound for presentations; creating podcasts; applying purposeful editing and refining processes Mathematics (ACMSP119) English (ACELT1798) Science (ACSIS090) History (ACHHS106) Level 5 Typically by the end of Year 8, students: Generate ideas, plans and processes use appropriate ICT to collaboratively generate ideas and develop plans Show examples Examples: sharing documents including text, graphics and numbers Mathematics (ACMNA189) English (ACELY1720) Science (ACSIS144) Generate solutions to challenges and learning area tasks design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions Show examples Examples: creating movies, animations, websites and music; programming games; using spread sheets; managing and editing original source materials Mathematics (ACMNA187) English (ACELY1728) Science (ACSIS129) History (ACHHS214) Level 6 Typically by the end of Year 10, students: Generate ideas, plans and processes select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Show examples Examples: using software to create hyperlinks, tables and charts; using design and project planning software English (ACELY1751) Generate solutions to challenges and learning area tasks Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes Show examples Examples: modelling solutions in spread sheets, creating movies, animations, websites and music; programming games; using databases; creating web pages for visually impaired users; using advanced functions to manage and edit digital products for desired effects Mathematics (ACMNA229) English (ACELT1773) Science (ACSIS203) History (ACHHS193)
  • or data representation/transformation for particular purposes
  • use ICT to generate ideas and plan solutions
  • Generate ideas, plans and processes
  • Define and plan information searches
  • Examples: explaining why a source of digital information was used or trusted in preference to another Mathematics (ACMNA057) English (ACELA1793) History (ACHHS068) Level 4 Typically by the end of Year 6, students: Define and plan information searches use a range of ICT to identify and represent patterns in sets of information and to pose questions to guide searching for, or generating, further information Show examples Examples: using tables, charts and graphic organisers such as concept maps Mathematics (ACMSP119) English (ACELY1704) History (ACHHS120) Science (ACSIS086) Locate, generate and access data and information locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways Show examples Examples: searching and locating files within school directory; searching across web or within site; organising in folders, tables or databases, using simulations to generate and organise information on real world problems Mathematics (ACMSP145) English (ACELY1712) Science (ACSIS104) History (ACHHS101) Select and evaluate data and information assess the suitability of data or information using a range of appropriate given criteria Show examples Examples: selecting the most useful/reliable/relevant digital resource from a set of three or four alternatives Mathematics (ACMNA128) English (ACELY1704) Science (ACSIS087) Level 5 Typically by the end of Year 8, students: Define and plan information searches use a range of ICT to analyse information in terms of implicit patterns and structures as a basis to plan an information search or generation Show examples Examples: using graphic organisers to plan a search with links to sources Mathematics (ACMNA174) English (ACELY1723) Science (ACSIS125) History (ACHHS208) Locate, generate and access data and information locate, retrieve or generate information using search facilities and organise information in meaningful ways Show examples Examples: searching within document – find/search/buttons/tabs; using search strings; accessing primary data through online or local equipment; using simulation tools to test hypotheses to problems Mathematics (ACMSP284) English (ACELY1723) Science (ACSIS129) History (ACHHS208) Select and evaluate data and information assess the suitability of data or information using appropriate own criteria Show examples Examples: applying criteria developed for an enquiry or project; considering the adequacy of source of information English (ACELY1734) Science (ACSIS125) History (ACDSEH030) Level 6 Typically by the end of Year 10, students: Define and plan information searches select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation Show examples Examples: using wikis or other shared documents; searching databases Science (ACSIS165) History (ACHHS168) Locate, generate and access data and information use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings Show examples Examples: using logical statements such as true/false; searching within fields or for data type; using data logger equipment, digital microscope; using digital models to test and adjust hypotheses to problems Mathematics (ACMSP227) Science (ACSIS199) History (ACHHS186) Select and evaluate data and information <DIV class=elmark
  • use ICT to plan an information search or generation of information, recognising some pattern within the information,
  • locate, retrieve or generate information from a range of digital sources
  • Examples: editing text, images, audio, and video for presentations and story-telling; transforming data between numerical and graphical digital representation; applying editing strategies Mathematics (ACMMG091) English (ACELY1685) History (ACHHS071) Level 4 Typically by the end of Year 6, students: Generate ideas, plans and processes use ICT effectively to record ideas, represent thinking and plan solutions Show examples Examples: using timeline software to plan processes; using concept mapping and brainstorming software to generate key ideas; using graphic and audio visual software to record ideas Mathematics (ACMNA123) English (ACELY1704) Science (ACSIS086) Generate solutions to challenges and learning area tasks independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes Show examples Examples: manipulating and combining images, text, video and sound for presentations; creating podcasts; applying purposeful editing and refining processes Mathematics (ACMSP119) English (ACELT1798) Science (ACSIS090) History (ACHHS106) Level 5 Typically by the end of Year 8, students: Generate ideas, plans and processes use appropriate ICT to collaboratively generate ideas and develop plans Show examples Examples: sharing documents including text, graphics and numbers Mathematics (ACMNA189) English (ACELY1720) Science (ACSIS144) Generate solutions to challenges and learning area tasks design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions Show examples Examples: creating movies, animations, websites and music; programming games; using spread sheets; managing and editing original source materials Mathematics (ACMNA187) English (ACELY1728) Science (ACSIS129) History (ACHHS214) Level 6 Typically by the end of Year 10, students: Generate ideas, plans and processes select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Show examples Examples: using software to create hyperlinks, tables and charts; using design and project planning software English (ACELY1751) Generate solutions to challenges and learning area tasks Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes Show examples Examples: modelling solutions in spread sheets, creating movies, animations, websites and music; programming games; using databases; creating web pages for visually impaired users; using advanced functions to manage and edit digital products for desired effects Mathematics (ACMNA229) English (ACELT1773) Science (ACSIS203) History (ACHHS193)
  • create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes
  • use ICT to generate ideas and plan solutions
  • use appropriate ICT tools safely to share and exchange information with appropriate known audiences
  • understand that computer mediated communications are directed to an audience for a purpose
K Lobegeiger

Assessing student learning with the ACARA and QSA Documents | ictinearlyprimaryeducation - 1 views

misskmlobegeiger.edublogs.org/...th-the-acara-and-qsa-documents

shared by K Lobegeiger on 22 Mar 13 - No Cached
  • K Lobegeiger on 22 Mar 13
     
    The first step is to recognise and reflect on what the students need to learn over the entire year. To do this teacher's must refer to two very important documents the curriculum that is relevant to their context and the QSA document.
hellom4

App for iPad to Create, Collaborate, Share & Discover - 0 views

explaineverything.com/app

app resources EDC3100 EDS4407 education ICT

shared by hellom4 on 16 Aug 16 - No Cached
  • hellom4 on 16 Aug 16
     
    Suitable for presentation for learning, assessment, and also may be interaction/collaborative
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