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Kati Searcy
Twitter: #katisearcy
Website: katisearcy.weebly.com
AUTHENTIC ASSESSMENT
WITH DIGITAL TOOLS
When you think of assessment, what comes
to mind?
Meaningful ways for students to demonstrate their learning
Fresh strategies to get you and your students excited about assessments
PURPOSE
Pre-Assessment
Formative
Summative
TYPES OF ASSESSMENT
I should probably
find out what my
students know
before I start planning.
Pre-Assessment
Why Use Technology Tools for Pre-Assessment?
• Immediate and comprehensive feedback for students and teachers
• Provides data that can be used to drive instruction
• Improves student engagement
• Flexible testing environment: in class, at home
• Easy to administer
• Reduced grading time
PRE-ASSESSMENT
SOCRATIVE
PRE-ASSESSMENT PADLET
PRE-ASSESSMENT
INFUSE LEARNING
Raise the level of questioning
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 HIGHER-LEVEL QUESTIONING
Kahoot
Padlet
Infuse Learning
Socrative
Answer Garden
PRO AND CON
Kahoot
Padlet
Infuse Learning
Socrative
Answer Garden
PLAYTIME: 30 MINS.
FORMATIVE ASSESSMENT
What adjustments need to be made?
Newspaper Clipping Generator
Type text in a word document
Copy and paste at fodey.com
Save newspaper article as jpg
Paste jpg onto word doc
Enlarge jpg to full page size
TWITTER FOR FORMATIVE ASSESSMENT
TWEETING
TWITTER FOR TEACHERS
FAKE TEXT
CHATTERPIX (IPAD)
THINGLINK
“FAKEBOOK”
Newspaper Generator
ChatterPix
Thing Link
Comic Life
Fake Book / Fake Text
TIME TO PLAY 30 MINUTES
SUMMATIVE ASSESSMENT
http://www.tcs.k12.nc.us
http://remixingcollegeenglish.wordpress.com/tag/summative-assessment/
As any teacher knows, just because a
student failed a paper doesn’t mean they
didn’t “learn” anything, and a passing
paper doesn’t guarantee mastery either.
This is one of the more persuading
reasons to leverage the technology in
your classroom to allow your students to
demonstrate their learning.
HTTP://TECHNICALLYTEAMANN.COM
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
Animoto
Radio advertisements
Book reviews
Historical fiction
Illustrated poetry
Comparing/contrasting historical figures
Using primary documents
IDEAS FOR USING ANIMOTO
PLAY TIME – ANIMOTO30 MINUTES
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?
Within PowerPoint – Insert – Audio – Record Sound
Record using Audacity – Edit – Save as mp3 ~ Insert - Audio
TO RECORD AUDIO
Recording Audio
In PowerPoint
Audacity
On a PC:
On an iPad ~ Audio Boo
PLAYTIME – 15 MINUTES
Identify the standard THEN…
Identify the technology that
best will demonstrate mastery
of that standard.
DON’T PUT THE CART BEFORE THE HORSE.
Explain the key events and people of the
Civil Rights movement…..
Rosa Parks
December 1, 1955, what a great day to be alive.
Rosa Parks got on the bus; that’s what started all the fuss.
December 1, 1955; what a great day to be alive.
Rosa Parks got on the bus; that’s what started all the fuss.
She sat down in the middle section , black and white intersection
White gets on and pays his money ; there was no seat, not too
funny
Do dah dippity black , Do dah dippity white
Take your side, what is right? Take your side, start the fight.
Bus driver yells, get outta that seat ; Stand up colored, get on
your feet
Rosa refused to even move ; the bus driver’s not with that groove
Rosa is arrested and thrown in jail , but that’s not the end of this
here tale !
The King of England made a rule ~ The pilgrims thought it wasn’t cool
The King said to worship his own way ~ So the pilgrims went away
Break…………………………………..
Off to Holland they did go ~ Got no jobs, they were po’
Their children started speaking Dutch ~ Their parents didn’t like it much
Break…………………………………..
Back to England on a ship ~ Started on a risky trip
The Mayflower was a small boat ~ They hoped that it would stay a float
Break…………………………………..
Six – ty -six days at sea ~ Sick, cold and hungry
They got to land, made a compact ~ Yes, they did, that’s a fact
Break…………………………………..
Off the ship and on to land ~ Prayed to God, knelt in the sand
Pilgrims Pilgrims Pilgrims Pilgrims
4 FORCES OF FLIGHT
Non-rhyming poem
Choose a subject
Brainstorm the facts (in order, if applicable)
Start the first line with a four-beat rhythm
Rhyme a second line
Continue
LET’S WRITE A POEM ….
OUR WORK:
Write a poem that fits with your curriculum
Choose a beat to go with the poem
Record the beat and you reading the poem
Share the mp3 with us
PLAYTIME: 45 MINUTES
LUNCH
MUSIC VIDEOS
1. Assign Concept 2. Brainstorm 3. Poem (rhyming) 4. Create the music using Jam Studio5. 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
Start and end with the same
chord.
ADD SOME MUSIC ….
Play the music students composed
while students sing (or rap) the
lyrics they wrote.
Record all of this in Audacity.
CRAFTY CLIPBOARDS
Karaoke Version of Popular Song
(No advertisement)
http://www.youtube-mp3.org/
“Downloads” file:
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
WHAT DOES THE
PILGRIM SAY ?
Our goal should not be
proficiency in the use of the app
or program … it, instead, should
be the mastery of the learning
objectives.
LET’S MAKE A MUSIC VIDEO
PLAYTIME
BREAK
Standard:
SS4H4 The student will explain the causes, events, and results of the American
Revolution.
Colonist: That ain’t fair. No taxation without
representation.
King George: I’m going to make the rich, richer and
the poor poorer. Pay the taxes.
Colonist: You can’t just come in my house.
British Soldiers: Yes we can. We think you have smuggled
goods in here. Oh, yes, look, you are drinking tea !
One-take video method
Collaborative
Student-designed
Standards-based
Engages all learners of all abilities
Appropriate for all grade / subjects
PAPER SLIDE VIDEOS
MOTHER: “HELLO, BABY I WILL NAME YOU OCEANUS HOPKINS.
YOU WILL MAKE HISTORY BECAUSE YOU ARE THE ONLY BABY TO
BE BORN ON THE MAYFLOWER. “
BABY: “WAAHH”
WWW.PAPERSLIDE.BLOGSPOT.COM
PLAYTIME
LET’S MAKE A PAPER SLIDE
VIDEO
RUBRICS
ASSESSING DIGITAL PRODUCTS
Score student mastery of the standard,
not...
A WORD ABOUT RUBRICS
PLAYTIME
QUESTIONS…..
www.katisearcy.weebly.com
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