Friday, June 6, 2014

Sarah Duffy Summative Assessment Project--Orchestra Grades 10-12

Click here to access the full description with links.

Project Description

I worked with Google add-ons (gClass Folders, Doctopus, and Goobric, specifically) and Audioboo to record and assess performances by my students. In the past, I would listen to the students perform individually during class time for our concert music assessments.  This usually took two full days to complete, and I never got to hear every student play everything or give them appropriate (and timely) feedback.  I used a paper rubric and I would do the best I could to add some comments.  Then, I would alphabetize the sheets so I could more easily enter the scores into the gradebook, enter grades, spend class time passing sheets back, and then I would find half of the sheets on the floor at the end of class.  The sheets that actually went into backpacks probably disappeared there eventually, too.  I know many teachers can relate to these challenges!  

Solution: Google add-ons and Audioboo!!

Authentic Assessment

This is authentic assessment because the students helped to select the test spots and then they get to create their own recordings on their own terms.  Some students get very nervous performing in front of other people, or they get nervous about only having one shot at their performance. By moving to this format, students could record, listen back, and re-record as many times as they like.  (Of course this is also called PRACTICING, which is the real win-win of this system.) Students became their own teachers and they were better able to identify their own areas for future growth through the process of listening to their recordings.

Personal Reflection

This project was very exciting for me.  When I first tried to collect recordings, I used Moodle and I allowed students to use any recording tool they liked.  It ended up being the Wild Wild West of performance assessment and it was incredibly messy.  Google Drive made everything so much easier, and Goobric is incredible.  My students were able to take ownership of their learning and I was better able to provide them with timely and meaningful feedback.  Looking ahead to next year, these recordings will serve as a foundation for ePortfolios in orchestra.  They will be helpful at conferences, too.  I feel like this is a system I will be able to use very successfully in the future.  

Summative Assessment - Gifted Education Language Arts Enhancement

Project Description:
The goal of this project was to design a framework for the delivery of an online language arts program for advanced learners.  The PowerPoint describes the features and benefits of personalized learning, provides samples of project-based learning with common assessments and demonstrates how this model will prepare students for the next generation of learning. 
Authenticity of Assessment:
A rubric is an authentic assessment because it creates a focus on instruction and learning.  It improves clarity of the feedback provided to students.  A rubric also gives students clear instruction about the teacher's expectation for the assignment.  Students are able to use the rubric to assess their own work...they can have a better idea about whether they are meeting expectations before they submit their work for evaluation.  Lastly, rubrics engage students in the learning process.
Personal Reflection:
I started the class with an understanding of how a rubric could be used in a variety of ways but I was less familiar with the different types of rubrics and how to construct a quality rubric.  I learned how to determine the elements or criteria that will be used to evaluate the work, to identify the difference between good work and weaker work and describe the procedures used for making judgments or assigning scores.  I also learned how to write clear descriptions of the types of work that will be assigned in each category or level of achievement.    

Thursday, June 5, 2014

Betony Osborne - Summative Assessment Project

Betony Osborne
Summative Assessment Project
Spring 2014

-World Language
-Oral Assessments
-I can statements

A thorough description of the project with links and screenshots.

Continued learning of a world language is dependent upon a strong foundation.  A strong foundation is created by the ongoing recycling and practice of previously learned language. This idea is not usually a part of a students mindset, especially in middle school.  For example, a concept learned in September of 6th grade is needed in conjunction with another concept the spring of 9th grade.  There are many content areas where this isn't often the case.  ACTFL, the American Council on the Teacher of Foreign Languages, uses this visual to hep show how important the level one basics of a language are. 

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In understanding the importance of the progression of language learning and the mindset of a middle school student, I discovered that badges could both represent the retention of skills and motivate gaining new skills.  I remember being a girl scout through 8th grade and was really motivated by the concept of earning and displaying a new badge and through that, learning new skills.  At that age, the skills were an afterthought, I was most interested in the process and the physical badge and to be able to have it displayed for others to see.  The retention of the skill is represented by possessing and displaying the badge.  Once a badge is earned, it says I did this and can do this.  And those badges don't go away and neither can/should those stills.
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Badges can be any shape, size, design, color you can dream of.  I'd like to be able to represent my in digital form as well as physically in the classroom.  My design is a classic French landmark, La Tour Eiffel.  Built in central Paris in 1889 for the World's Fair, held 100 years after the French Revolution.  It's historical, strong, symbolic, recognizable and is often a bucket list item for many French students.  It makes it the perfect badge inspiration.  
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There are three levels of La Tour Eiffel which matches the three proficiency levels of my courses; Novice low, Novice mid and Novice high.  The skills for each level come from ACTFL's "I can" statements and we're working on adopting and adapting here in Edina as our World Language standards and benchmarks.  

The students will receive the list of I can statements possible during their time at South View (linked to Moodle course).  Students can work at their own pace to earn badges so it's possible for a student to earn "say hello and goodbye" in October and another to earn a "count 1-10" on September 10th.  Badges can be earned the first 10 mins of every Thursday and Friday class. The students self select to earn a badge by completing and video taping the skill outside the classroom and then coming into class on a Thursday or Friday and writing their name on the Badge list on the board.      

Looking for opportunities to use and try out their language skills outside the classroom is key to producing a life long language learner.  I use to do weekly website trivia for extra credit and kids and families really enjoyed the learning experience outside of class.  I'm afraid I stopped that practice when we stopped offering extra credit as part of our new grading practices.  This new badging system can involve family, technology and the use of French outside the classroom!  

When a student want to earn "say hello and goodbye", they film themselves coming and going from home or school, with family or friends, using the appropriate vocabulary with correct pronunciation.  Send it to me and we play it for the class on Thursday or Friday to earn the badge.  The video has to be as real life as possible so when a student is counting 1-10, they should find objects/people to count or do a math problem on a white board or teach their younger sibling to count.  

(insert student video examples in future)

I decided this was a sort of classroom activity that would be a great way to get the school year going.  Where as students begin and continue their learning, their videoing and showing their progress.  The videos could eventually be added to an electronic portfolio.  

I like the constant reminder this offers to myself and my students about finding opportunities to use their language and show off what they've learned and keep a log of those skills through their badges earned.