2.7 Assessment
Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources. (PSC 2.7/ISTE 2g)
Artifact: ITEC 7430 ISTE NETS-S lesson Plan
The artifact I am using to model and facilitate the effective use of diagnostic, formative and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources is the NETS S Lesson Plan I created in ITEC 7430. The purpose of this artifact is to address content standards in the area of writing and student technology standards through the creation of an advertisement using technology tools such as, but not limited to YouTube, Piktochart and Google Apps for presentation.
This artifact supports the facilitation and effective use of diagnostic, formative and summative assessments in various ways. Each group of students creates two advertisement digital assessment materials. Students model digital literacy and the knowledge of persuasive writing skills to assess the content standards. The first summative assessment is a video advertisement. Students write a persuasive advertisement for their product of choice and deliver a convincing speech about the product. Student decide who will take on the roles to deliver the advertisement in digital form. Next, students will create a brochure or visual representation of their advertisement using Piktochart. The advertisement must be aesthetically pleasing and collaborative. Each digital assessment uses a rubric for measurement of student learning of content and technology standards. The students will work as a team to complete both digital formative assessment criteria. The collaborative component of this project provides many opportunities to measure daily formative assessments. Google Apps such as Docs, Spreadsheets and even Drawing enable students to prepare and plan their digital advertisements for their products. The facilitator can easily measure their progress and provide feedback in areas of need or extension for student growth.
After completing this artifact, the knowledge of not only addressing content standards but also student technology standards was important. As technology consumers, teachers and students must adhere to certain standards of technology use. When we address student technology standards, we develop learners who reach the capacity to leverage technology in meaningful ways. The technology-enhanced assessment provide opportunities for frequent assessments and many ways to practice feedback through peer and teacher communication. Another powerful takeaway from this lesson was the importance of student assessment for group projects. Vai and Sosulski (2016) state, “The assessment of individual student performance in a group project can be tricky. Be sure to delineate or have the team assign roles to each member. The roles and responsibilities of each student in the team should be clear” (p. 165). I had to go back, assign student roles and serve as a moderator when issues occurred in peer groups. Intentional groups and the assignment of roles is a critical development process for this lesson. These roles must be clear and the decision made on the front end.
The work that went into creating this artifact influences faculty development and school improvement with frequent assessment and feedback instructional practices. When teachers collaborate and encourage authentic technology tasks and assessment opportunities for students, students grow in these areas. The intentional use of assessment drives daily instructional practice.
References
Vai, M., & Sosulski, K. (2016). Essentials of online course design: A standards-based guide (2nd ed.). New York, NY: Routledge Taylor & Francis Group.
This artifact supports the facilitation and effective use of diagnostic, formative and summative assessments in various ways. Each group of students creates two advertisement digital assessment materials. Students model digital literacy and the knowledge of persuasive writing skills to assess the content standards. The first summative assessment is a video advertisement. Students write a persuasive advertisement for their product of choice and deliver a convincing speech about the product. Student decide who will take on the roles to deliver the advertisement in digital form. Next, students will create a brochure or visual representation of their advertisement using Piktochart. The advertisement must be aesthetically pleasing and collaborative. Each digital assessment uses a rubric for measurement of student learning of content and technology standards. The students will work as a team to complete both digital formative assessment criteria. The collaborative component of this project provides many opportunities to measure daily formative assessments. Google Apps such as Docs, Spreadsheets and even Drawing enable students to prepare and plan their digital advertisements for their products. The facilitator can easily measure their progress and provide feedback in areas of need or extension for student growth.
After completing this artifact, the knowledge of not only addressing content standards but also student technology standards was important. As technology consumers, teachers and students must adhere to certain standards of technology use. When we address student technology standards, we develop learners who reach the capacity to leverage technology in meaningful ways. The technology-enhanced assessment provide opportunities for frequent assessments and many ways to practice feedback through peer and teacher communication. Another powerful takeaway from this lesson was the importance of student assessment for group projects. Vai and Sosulski (2016) state, “The assessment of individual student performance in a group project can be tricky. Be sure to delineate or have the team assign roles to each member. The roles and responsibilities of each student in the team should be clear” (p. 165). I had to go back, assign student roles and serve as a moderator when issues occurred in peer groups. Intentional groups and the assignment of roles is a critical development process for this lesson. These roles must be clear and the decision made on the front end.
The work that went into creating this artifact influences faculty development and school improvement with frequent assessment and feedback instructional practices. When teachers collaborate and encourage authentic technology tasks and assessment opportunities for students, students grow in these areas. The intentional use of assessment drives daily instructional practice.
References
Vai, M., & Sosulski, K. (2016). Essentials of online course design: A standards-based guide (2nd ed.). New York, NY: Routledge Taylor & Francis Group.