Educational Technology Tools

2. We must look for meaningful ways
for students to demonstrate their
learning
Fresh strategies for assessing might
add a little excitement for both
student and teacher!
PURPOSE OF ASSESSMENTS

3. Pre-Assessment
This should be done BEFORE you begin planning your lesson or unit.
Formative
This should be used to modify lessons and activities
Summative
This should be done at the conclusion of the unit, quarter, semester, or school year.
TYPESOF ASSESSMENT

4. • Immediate and comprehensive feedback for students and teachers
• Provides data that can be used to driveinstruction
• Improves student engagement- THEY ARE HAVING FUN!
• Flexible testing environment: in class, at home
• Easy to administer
• Reduced grading time- YAHOO!
Why UseTechnology Tools for Pre-Assessment?

5. Kahoot
Answer Garden
Socrative
Padlet
PRE-ASSESSMENT OPTIONS

6. PRE-ASSESSMENT KAHOOT

7. PRE-ASSESSMENT
ANSWER GARDEN

8. PRE-ASSESSMENT
SOCRATIVE

9. PRE-ASSESSMENT PADLET

10. Discuss the pros and cons of __________.
How can you compare the different parts of _________?
What are the advantages and disadvantages of __________________________?
Why do you think _________?
How is ______________ related to ____________?
PRE-ASSESSMENT
DON’TBE AFRAIDTO GO FOR HIGHER-LEVEL
QUESTIONING

11. FORMATIVEASSESSMENT
What adjustments need to
be made?

12. Newspaper Clipping (Fodey.com)
Fake Texting (ifaketext.com)
Chatterpix
Comic Strip (ComicLife)
Fakebook
Animoto
FUN OPTIONS FOR ASSESSMENT
“SHOW WHAT YOU KNOW”

13. Newspaper
Clipping
Generator

14. FAKE TEXT

15. CHATTERPIX(IPAD)

17. “FAKEBOOK”

18. Animoto

19. HTTP://ANIMOTO.COM/EDUCATION/CLASSROOM

20. Radio advertisements
Book reviews
Historical fiction
Illustrated poetry
Comparing/contrasting historical figures
Using primary documents
IDEAS FOR USING ANIMOTO

22. http://remixingcollegeenglish.wordpress.com/tag/summative-assessment/

23. Create a PPT listing 5 facts about events related to the civil rights
movement in Birmingham, AL in 1963.
Create a documentary that will air on the Student History Channel.
Your topic: The civil rights movement in Birmingham, AL – 1963. Use
primary documents.
HOW DO STUDENTS DEMONSTRATE WHAT THEY HAVE
LEARNED?
OR

24. Create a poster listing five facts about events related to the World War II
Japanese Internment Camps.
OR
Write a letter from the Japanese Internment Camp where you are being held
hostage. Record yourself reading this letter. What message would you leave
on the wall in the camp? Create a 12x12 poster for our classroom “wall.”
Share with a real-world audience.
HOW DO STUDENTS DEMONSTRATE WHAT THEY HAVE
LEARNED?

26. AUDACITY OR AUDIOBOOM
http://sourceforge.net/
DownloadAudacity
AND
TheLameFile(mp3)

27. Identify the standard THEN…
Identify the technology that best will
demonstrate mastery of that
standard.
DON’T PUT THE CART BEFORE THE HORSE.

28. BIG HUGE LABS
HTTP://BIGHUGELABS.COM/POSTER.PHP

29. MORE FUN WITH
BIG HUGE LABS
Motivating
Posters, Mosaics,
Magazine Covers,
Pop Art posters,
Movie Poster,
Photobooth Strip
Jigsaw
and so much
more!

30. 1. Assign Concept
2. Brainstorm
3. Poem (rhyming)
4. Create the music using Jam Studio
5. Record students using Audacity
6. Add costumes (optional)
7. Add movement
8. Film students while recording plays and they sing along
9. Share with real-world audience (upload)
MUSIC VIDEOS

31. S

32. Start and end
with the same
chord.

33. Karaoke Version of Popular Song
(No advertisement)

34. What Does the Fox Say?
Change to: What Does the Pilgrim Say?
Brainstorm concepts
Write rhyming poem (refer to karaoke)
Students sing with karaoke and are
recorded in Audacity
Students decide on choreography
Students are filmed singing and moving
while audio recording is playing

35. Our goal should not be
proficiency in the use of the app
or program … it, instead, should
be the mastery of the learning
objectives.

36. One-take video method
Collaborative
Student-designed
Standards-based
Engages all learners of all abilities
Appropriate for all grade / subjects
PAPER SLIDE VIDEOS

37. START SIMPLY!-PAPER SLIDE VIDEOS-
PLANNING AND DISCUSSION WITH
GROUPS HELPS MEMORY!

38. RUBRICS
ASSESSING DIGITAL
PRODUCTS

39. Score student mastery of the standard,
not...
A WORD ABOUT RUBRICS

41. Best Practices
Process:
Demonstrate personal use during class lesson
Work collaboratively during a lesson
Allow students to discover and create independently
Provide rubric prior to assignment if using for a grade
DIFFERENTIATION:
Color coded directions can help group students based on
ability, interest, topic, or task (example copies provided)
TECHNOLOGY CENTERS

42.  Problem/Question based
 Students do not know the answer before they begin
 Share and discuss new knowledge
Example: What is a simple machine? Which simple machine
would be most helpful if you needed to escape from a pit?
Safe search engine: GoGooligans.com (kid friendly, safe, no ads)
Virtual manipulatives (for math: nlvm.usu.edu)
(for science: edheads.org)
DISCOVERY
ACTIVITIES

43.  Synthesize knowledge/skills to create an original product
 Different work, not more work (Higher order thinking skills
required)
 Creations should be shared with an audience (not just the
teacher!)
Example: Write a newspaper article that demonstrates your
understanding of the events and story sequence in chapter 11 when
Charlotte first writes in her web.
Digital storytelling
Blogging
Voice recording
Movies
Presentation Software (PPT, Prezi, Animoto, etc.)
CREATION
ACTIVITIES

44. Kati Searcy
Twitter: #katisearcy
Website: katisearcy.weebly.com
AUTHENTIC ASSESSMENT
WITH DIGITAL TOOLS