The new kind of assessments

          

Education is a function of society, but like any function there are transformations that can occur.  Reflecting back on the history of education from a one size fits all single classroom and only one correct way to solve a problem, we now understand education is fluid and requires adaptation. Take assessments for instance, or more specifically, objective assessments where there was only one correct answer.  Students often provided that singular answer in a rote manner. 



An answer was an answer and there was no defending the answer. If the student was able to produce this single artifact, then they were considered successful.  Here is a video often shared at the beginning of the school year:

What are our children learning by answering a multiple choice test?  Teachers laugh at this video on how ridiculous this is and yet this is still common place for many classrooms.  Students should be place in single rows, take notes, and pass a test; next unit, same thing.  When are students going to learn to be independent thinkers and problem solvers?

So, remember those transformations from earlier?  Well, transformations can start with a few people, a few ideas, and a few tools.  The people are teachers willing to step outside and away from a book driven curriculum.  The ideas are based on interaction and collaboration where students learn to work in teams and have multiple approaches to problem solving.  The tools are technology, which brings concepts to life with information, interactive simulations, and countless ways to communicate and create artifacts to show success. 

ways to communicate and create artifacts to show success.

Education is exciting.  Education is innovative.  Today, with the help of technology students are interacting with content and producing multiple check points for assessment.  Software helps teachers’ identity struggling students and cross references this to interventions.  Of course, the teacher is still the manager, but now there are better tools to help students learn.

Education is exciting.  Education is innovative.  Today, with the help of technology students are interacting with content and producing multiple check points for assessment.  Software helps teacher’s identify struggling students and cross references this with interventions. Differentiating instruction is available with the click of mouse. Of course, the teacher is still the manager, but now there are better tools to help students learn. Classrooms are now noisy; teaching is messy; learning is invigorating!

I consider assessments as an ongoing intricate art of daily teaching.  Teachers are constantly assessing.  When students don’t know they are being assessed, are some of the best moments…just listening to their how and why…their logic…their intuition. Technology has allowed teachers access to alternative lenses in which to view their student’s attitudes, beliefs, and performances on unlimited topics.  Students have a personalized platform to produce creative thought provoking materials not previously available because of technology and teachers who want more for their students. 

Thanks Technology!

Infuse learning by infusing technology

Infuse learning by infusing technology

Technology is an ever advancing tool that helps teachers expand their instructional platform to reach every student regardless of learning style. From checking homework to a warm up or quick check to review skills or activate prior knowledge, technology offers a way to interact with 21^st century learners.   These small snippets of technology are only an initial approach to how technology can transform learning.  During lessons students now have the opportunity to go on virtual field trips or perform experiments without toxic fumes or the cost of supplies.  One way for example to help students understand functions is to take them to Cedar Point where roller coasters dominate the landscape and prove there are more to functions that linear relationships as seen via Rollercoasters: A nonlinear approach to functions.There are surveys teachers can implement and receive real timer results through apps like Poll Everywhere and Quizlet. A technology-infused classroom uses technology like a math classroom uses pencils.  Technology is a necessary tool needed to complete an assignment and build deeper connections to content. 

So how does one reach the point of having a technology-infused classroom?  For me, it means taking the time to fully investigate technology applications and sites not only as a teacher, but through the eyes of my students.  The ASSURE model of planning presented this week considers analyzing learners, stating objectives, select proper methods, media and materials, as well as, how to utilize them properly to engage active participation with a reflective component for the teacher to revise as needed (Smaldino, Lowther, Mims, & Russell, 2015).  Asking questions and answering them from both perspectives, provides a lens to understand how technology correlates to state standards and NETS standards, as well as, increases students engagement and understanding. I am very interested in not only expanding learning, but making deeper connections.  If students can see a reason to learn and how math affects them directly, then these can be used as intrinsic motivators.  An additional perk to making better connections, is recall.  By infusing technology into lesson plans, students are able to explore ideas and relationships by interacting with them. Exploring possible relationships beyond what is presented in the classroom or even connecting with others around the world for a global perspective.  On such program for communicating globally is through Pen Pal Schools.  Here is a video

PenPal Schools: Brendan & Moneer from PenPal Schools on Vimeo.

Since technology advancements happen daily, teachers should be vigilant in taking the necessary steps to provide the best learning opportunities for their students.  Today, that means technology should be used in parallel to all instruction.

Smaldino, S. E., Lowther, D., Mims, C., & Russell, J. (2015). Instructional technology and media for learning (11th ed.). New York: Pearson Education, Inc.