Chapter 10 covered Assessing Meaningful Learning with Technology. This is the last chapter of the book. Jonassen does a great job of addressing issues that many teachers would be concerned with. E-Portfolios, for example, include video clips, graphics, sound, writing samples, artwork, multimedia presentations and more. In the classroom, these portfolios will be great for compiling semester long projects, units, or annual projects. This would be a great way to show how students have improved in a certain area or concept over time. It can also show students ability to work with different types of technology. The book mentions that these portfolios can represent an individual or a group of individuals. Classes can compile different projects to place in a portfolio. It’s a great way for the group or individual to reflect on past work. The book lists three types of portfolios: Working Portfolios, In Standards-Based Portfolios, and External Evaluation Portfolios. Jonassen mentions www.foliotek.com as a possible e-portfolio software package that your classroom can use. Students will be able to compile text, graphics, video, audio, photos and animation on one website. The book provides a sample rubric for teachers to use in the classroom on page 225. This rubric evaluates the selection of artifacts, student annotations, student reflections, navigation, text design, use of multimedia, writing mechanics, and the audience. There is also a list of questions to ask students for them to self-reflect on their portfolio on the previous page.
The author states that in order for assessment to be meaningful it must be authentic. I agree. True assessment must engage learners in educational tasks that are meaningful and directly related to real tasks that they may have to perform in the future. This type of assessment requires the teacher to think deeper than standardized testing when assessing students. E-portfolios, for example, help students look at assessment in a different light. Performance assessment allows the teacher to directly observe students behavior on specific tasks and productions that should resemble activities that can be used outside of the classroom.
There are a few types of technology-based rubrics that are available online. Rubrics are an organized and transparent approach in grading student assignments. Parents and students who wish to know how the teacher grades an assignment and what areas they need to improve on can be easily shown through an effective rubric. Rubrics are a great guideline to look at while students complete assignments. The book offers Discovery School - http://school.discovery.com/schrockguide/assess.html and Rubrician - www.rubrician.com as possible technology-based rubric tools that teachers can use in their classroom. The book also provides the Rubric Processor at http://ide.ed.psu.edu/ITSC/RubrProc. This valuable site is sure to help teacher become a great rubric writer. The chapter also mentions characteristics of a good rubric. I will definitely make sure I look at these characteristics before I use rubrics in my classroom to evaluate student-work:
- All important elements are included.
- Each element is unidimensional
- Ratings are distinct, comprehensive and descriptive
- Communicates clearly with both students and parents
- Provides rich information about the multiple aspects of the performance and avoids the temptation to create a contrived summary score.
The book talks about clickers as a means of assessment in the classroom. My experience with clickers is not very positive (Chemistry). They can be pointless if a teacher does not expand on the results of students answers. It does appear to create an active learning environment. However, my experience with clickers has been worthless. The book touches very briefly on computer-based tests and surveys. I have plenty of experience with these types of programs including WebCT and Blackboard. Some teachers used www.surveymonkey.com. I have yet to discover www.zoomerang.com. www.assess.com/software/FTP16main.htm will be very beneficial for trying software that assesses students. I don’t mind using these types of tests because they offer a large variety of formats with graphics. Technology can be very beneficial and offer tons of ways to assess students. However, there is nothing like old fashioned paper and pencil on the human pupil.
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Hey Sharda!
ReplyDeleteI also really liked e- portfolios. I think they are great not only for assessment but as a source that students can refer back to they continue school. The characteristics that the book gave for good rubrics, i found to be helpful as well. Great reflection! You did a great job in picking out the important information from the chapter.