Thinking Assessment

MTAC team was planning professional development for next year and one topic came up. That was the use of the CPS clickers. As we discussed the use and training in the use of the clickers, it dawned on me that once again, we are talking about a tool in isolation of its function. Assessment should be the topic of study. What is assessment, how can it be used to alter instruction based on the data gathered, how do we track the data and individual student progress. All these questions popped into my head. Of course, while leading the MTAC meeting was not the time to get into a lengthy discussions on the content of the instruction. Assessment has always fascinated me since I was a beginning teacher and thought assessment consisted of final or summative assessment given by way of tests. It was years before I understood that assessment it a picture constructed of many parts and pieces, one of which can be a test.
As usual, I hit the research process to see what others were doing and researching regarding assessment. I came up with a collection of site which could be a source for PD content.

• From NCREL web site (http://www.ncrel.org/sdrs/areas/issues/methods/assment/as8lk30.htm)  I find, "Alternative assessment is any type of assessment in which students create a response to a question or task. (In traditional assessments, students choose a response from a given list, such as multiple-choice, true/false, or matching.)"
• Funderstanding has an interesting and short article on authentic assessment. ( http://www.funderstanding.com/content/authentic-assessment
• Revisiting Professional Learning Communities at Work has much to say regarding assessment. On page 222 they list the principles regarding good assessments. Very distilled, they say:
• assessments should be few,
• teachers should have a clear picture of student knowledge
• assessments should be balanced and authentic.
• team should use external assessments as validation of teacher made assessments
• assessment should be useful for students and teachers
• should help students clarify achievement  vs standards of learning

Revisiting Professional Learning Communities at Work  is well worth the read to get the entire picture of assessment and its use in student learning.

Assessment is probably the most powerful tool a teacher has. Without assessment data there is nothing to inform the instruction so teachers will teach what they think the kids need, not what they actually need.

Just some thoughts...on assessment.

When the computer died - how it ruined my day!

I rarely have a day when I don't get into my work. I find the integration of technology into teaching and learning endlessly fascinating. The excuses teacher use, justifications for the lack of technology and the arguments for 'real' teaching methods all goad me to find ways to sneak into their world. The kids? They're naturally accepting of everything, including a teacher with excuses, justifications and arguments. The part that bothers me is that some of these folks are the strongest teachers who are working themselves toward mediocrity with their attitudes. So some days, rare that they are, I am discouraged and sad. Today, I started with a virus ridden desktop computer, a laptop with no power supply since I loaned it to a teacher who needed it more than I did. So, today I was disconnected. It gave me time to get sad and discouraged. Luckily tomorrow will come and I'll gird my loins for battle once again. Happily.

Computer Supported Collaborative Learning - Digital Literacy

Computer Supported Collaborative Learning Resources

• CSCL theories - UT Austin online http://www.edb.utexas.edu/csclstudent/Dhsiao/theories.html
• Promoting reflective interactions in a computer-supported collaborative learning environment, M. J. Baker & K. Lund CNRS & University of Lyon 2, UMR-GRIC, COAST research team
• http://130.237.161.25/research/kogc/Kurser/Baker-kurs/BakerStock-Lecture6.pdf  by Michael Baker,  Senior Scientist, LEAPLE, CNRS & Université Descartes Paris 5 (Sorbonne), michael.baker@vjf.cnrs.fr , Visiting professor, DSV-KTH k2lab  mbaker@dsv.su.se
• Computer-supported collaborative learning: best practices and principles for ... By Kara L. Orvis, Andrea L. R. Lassiter (book- preview online)
• International Journal of Computer-Supported Collaborative Learning http://www.springer.com/education+&+language/learning+&+instruction/journal/11412

Digital Literacy - the new literacy in NC Schools.

• Making the Grade: Digital Literacy (Winter 2009) Digital literacy at School Quote: Digital literacy at School  All North Carolina schools teach what we now call digital literacy skills In the language arts curriculum. From the DPI.

• 
  
  http://www.ncpublicschools.org/docs/parents/resources/makingthegrade/2009winter.pdf
• Digital Literacy Slide Show http://www.slideshare.net/EvelynIzquierdo/digital-literacy-2593507
• Discussing Digital Literacy with the New Literacies Collaborative at NC State http://www.speedofcreativity.org/2010/04/17/discussing-digital-literacy-with-the-new-literacies-collaborative-at-nc-state/  The podcast: http://www.speedofcreativity.org/2010/04/17/podcast346-discussing-digital-literacy-with-educators-in-the-new-literacies-collaborative/

21st Century Educator

• Check out NextGen Teachers http://www.nextgenteachers.com/

• Check out this SlideShare Presentation:

21st Century Educator

View more presentations from Kim Cofino.

Web 2.0 and how can it work in elementary classrooms?

Elementary class access to web 2.0 tools is a bit cumbersome because young children must be much more protected from the outside world. This requires that their teachers be much more web 2.0 savvy so that they can structure the environment for safe access. An example is Google images. An adult, or near adult, can simply pop into Google or Flickr or any other image repository to find creative commons images. Not so, elementary students. One misspelling, incorrect search or even a bit of devilment can lead them to images which are not healthy for young children. Viewing the video (http://teachweb2.blogspot.com/2009/12/welcome-to-my-ple.html) on personal learning spaces by this 7th grader, made me try to envision a similar working environment for our elementary students. Then there is the access issue. This young lady obviously has computer access 24-7. Our students don't, not even at school. I wonder what other issues....I've asked this question of our 5th grade teachers. Let's see what happens.

A year later, I am still wondering how to get teachers to look at and reflect on their practice. I know it's hard to step back and view ones work critically, but it is so necessary for change. I don't have to worry as about self criticism, I have enough teacher offered to keep me busy for awhile.

To answer some of the criticism I sense is floating around because a couple of teachers. I can only say, I know what and how to integrate technology but it is a team effort and always will be.
It's hard to balance support of teacher with their need to have it done for them. The model I believe in and know works is to work collaboratively to develop integrative lessons. This requires planning and discussion which some of my critics feel is unnecessary. Becasue it looks easy when looking at technology integration some teachers feel that support from an instructional technologist is unnecessary. They are the same teachers who want the ITF to simply come in an teach the lesson for them. Caught between the rock and the hard place once again. The balance is hard.

Reflections

How do I get the teachers to reflect in a meaningful way about the use of technology in their classrooms. The are being surveyed to death with all of the evaluative groups looking at IMPACT.