The marriage of assessment and technology has not been an easy one in many respects. Documenting, assessing and tracking student learning has been done on paper for many years and even by me in my first few years of teaching. (No, I’m not that old). I used to type up my report cards as word documents and print them out for parents. As technology improved in the world of assessment, many wondered how student records could be kept in digital formats securely. In recent years teachers have been turning to technology to aid in providing meaningful feedback to enhance learning. As Logan points out, why has assessment remained the one area in which technology has yet to be well utilized for many teachers? One of the tools that I enjoy using for formative assessment is exit tickets that can be automatically graphed and analyzed to tell me which students have understood the content and which ones have not. This information can be collected in a variety of ways. Photo Credit
One simple way is to send out a Google Form. Formative assessment can easily be achieved using non-tech methods such as exit slips, thumbs up`or thumbs down, think/pair/share, etc. However, for many of the students in our division this makes the most sense because they all have a full GAFE suit. The data is then sent into a google sheet for you or it can be graphed to show you what percent of your class understood the concept for that lesson. Another tool I have used in the past is Padlet. This tool allows students to populate a page with their responses to a question. The responses can be arranged in various ways and it produces a quick visual to allow a check for understanding. Because our students all participate in BYOD, I have not had a chance to try Plickers but the idea intrigues me. It sounds like it would be ideal in a situation where students do not have their own devices. Mentimeter and Polleverywhere are tools that can be used for even more immediate formative assessment and feedback as results can be displayed via projector in word clouds or by most used phrase. This way, student feedback can be immediately provided verbally. These are some of the formative assessment tools I plan to implement to a greater extent in my Math and Health classes.
Of course for the more summative pieces of work we must use tools that are consistent, measurable and testable. Rubrics are one way to ensure that students work is assessed fairly and accurately against the outcomes being measured. However, creating rubrics can be a daunting task. From deciding on wording to how many marks to offer per category it can often be the task that requires the most time. Assessing final pieces of student work can be even more difficult. EdTEchTeacher has gathered a tidy group of rubric generators, tutorials, and samples. These samples include rubrics for evaluating, wikis, graphic organizers, coding, podcasts, videos, digital story telling projects, websites/digital portfolios and even social media. I plan to use these tools to hopefully increase the efficacy of my summative assessment techniques when I have students completing digital projects. Attaching rubrics to each outcome measured and making these outcomes clear to students is one of the best ways to improve student learning. It’s very easy to be caught up in the hype of a new piece of tech to have students demonstrate their learning but without the tools to assess these projects they may be deprived of meaning.
In the above video, several assessment tools are highlighted as being beneficial to the learning process. I would agree with Mackenzie Zoner in that the use of technology in the assessment framework provides faster feedback and therefore higher value instruction and learning. What does this look like in Phys Ed or Wellness? As @PENathan has demonstrated, there are many useful tech tools that can play a major role in assessment in a Phys Ed or Wellness class. In his blog, he describes an app smash project that sounds like a lot of fun. In essence he had his students use GIFO to create a Gif of an exercise routine and then upload it to Google Slides to present their workout videos to the class. @JoeyFeith aka The Physical Educator uses Giphy to create looping skills videos to showcase new skills to students and help them practice.
I think this way of melding physical activity and technology is a great idea and a huge motivator for kids to take pride in their physical and mental accomplishments. These types of video tools could be very useful in solidifying movement techniques or sport skills. Even apps like Coach’s Eye or IDoceo could play a key role in providing meaningful feedback to students about skills being acquired or how to improve their technique.
As has been mentioned before during this course, it can be extremely overwhelming trying to implement new technology in the classroom. Therefore, my goal for these next few weeks is to use Gifs in some way to either assess or analyze student progress with a movement skill as well as being more purposeful in creating meaningful rubrics in digital format that can be attached in Google Classroom. Finally, I hope to use formative assessment tools such as Google Forms or Padlet to inform instruction in Math and Health. Once again it is paramount that learning outcomes be accompanied by meaningful feedback as soon as possible after the assessment has taken place. Technology can play a significant role in this but as Andrew pointed out, it may not necessarily replace building relationships with students. Sometimes, conversations or verbal interactions are a key component in solidifying learning. Meaningful conversation may not ever be replaceable by technology. Do you agree? Let me know your thoughts in the comments section below.