2) Mobile Assessment
I have always found it difficult to circulate around my classroom and accurately record assessment of my students at work. Whether I scribbled stuff down in a duo tang, or on a prepared form, I never felt like it worked very well. The other day, as I was working in my Robotics/Technology option, I whipped up a quick Google Form with check boxes and specific criteria I was looking for. That, in addition to video of the students at work, made for easy assessment of their collaborative use of the technology provided to create a robot that could complete the assigned task
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What Fitness Bands Can Teach Us about Classroom Assessment - 0 views
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1. The fitness band provides clear, timely data on the user's progress. 2. Next, the fitness band helps users see where their current data sits in relation to their goals. 3. Provides the user with feedback or tips aimed at improving their performance. 4. Finally, the fitness band celebrates milestones using a variety of electronic methods.
Rubrics for Assessments of Online Activities | Wired@Heart - 0 views
Creating Custom Learning Assessment and Student Feedback Applications with Google Apps ... - 0 views
AJET: Special issue 2011: Assessing students' Web 2.0 activities in higher education - 1 views
iPads at Burley: Making assessment meaningful - 0 views
Presentations - ELC Assessment - 0 views
Evidence of Learning Online: Assessment Beyond The Paper -- Campus Technology - 1 views
Peer Review in the LMS (whitepaper) - 0 views
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Concepts for effective peer review using an LMS, with a liberal dose of marketing from Waypoint Outcomes, an assessment and peer review tool that powerlinks into Blackboard and Moodle
Video Tech Tip: Moving Assessments Between Two Learning Systems « - 0 views
iPad in every TEACHER'S hand | Opening Doors and Turning On Lights - 0 views
Hit the Mark with Digital Media Exit Cards - 0 views
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Fun formative assessment ideas... - A six-second Vine video to capture the most critical six seconds of class - A 16-second video to post to MixBit, YouTube's new video sharing tool - A tweet that boils down the essence of the class to 140 characters - A photo illustrating the key learning moment that can then be posted on a class Instagram account - A question posted to a class Edmodo account inviting a continuation of the learning outside of class The key 21st century skill in all of these approaches is synthesis, the ability to cut to the essence of an idea or concept and communicate in an effective, succinct, compelling manner.
Could We Be Doing Better with Our Assignments? | Faculty Focus - 1 views
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An open exchange of ideas among faculty of creative approaches for assessing learning other than traditional research paper.
Source Educational Evaluation Rubric (SEER) - PDF - 0 views
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Developed by Turnitin and CC licensed, this is an interactive PDF rubric for assessing the quality of an internet research source. Includes examples.
7 Assessment Challenges of Moving Your Course Online (Plus Solutions) - 2 views
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Representative submissions. Using a multimedia tool such as Jing or VoiceThread to dissect, just as you would in the classroom, a few representative submissions (such as a research paper containing an ineffective conclusion and one that cites sources incorrectly) lets you address the most common problems efficiently, saving your remaining grading time for more personalized, in-depth student-to-student communications.
Digital Literacy: Why adaptability is key - Chimera EDUCATION - 0 views
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"Give students a chunk of time without instruction to explore a new tech program before using it. Encourage students to use online resources to figure the program out. Create a backchannel discussion or an online forum where students can post links to helpful resources or ask questions. Encourage your tech savvy students who get it faster than the others to monitor the boards and answer questions electronically. Using an electronic forum with delayed responses instead of face-to-face assistance will encourage adaptability and eliminate the possibility that a tech-light student will sit back and let the tech-savvy student fix the problem or do the work. To avoid frustration, stop after 15 minutes and distribute a self-assessment rubric on adaptability (see my example below). Debrief with students about their experiences. For those who fall in the flexible and adaptable category, what strategies did they use to navigate through unfamiliar interfaces? For those who didn't, how can they improve their experience for the next time?"
