Authentic Literacy and Formative Assessment Using Technology

Presented by Andrew Steinman

steinman.me/alfaut

steinman.me/alfaut

About the Presenter• Educational Technology Consultant

at Kent ISD

• MSU Graduate (x2)

• Amateur Cat Trainer

@steinman

Around the RoomPlease introduce yourself, identify what grade level and subject you teach, and tell us how you would like to incorporate authentic literacy and formative assessment in your classroom.

*http://www.clker.com/clipart-waving-frog.html

Around the Room, Take 2Using InfuseLearning, please introduce yourself, identify what grade level and subject you teach, and tell us how you would like to incorporate authentic literacy and formative assessment in your classroom.

student.infuselearning.comRoom ID: 12012

Goals for Today1.Define authentic literacy and formative

assessment

2.Simulate authentic literacy activity that incorporates formative assessment

3.Learn how to use technology tools that support authentic literacy and formative assessment

4.Design activity around authentic literacy that incorporates formative assessment

Authentic Literacy and Formative Assessment Using Technology

Define authentic literacy and formative assessment

Goal #1:

Define Formative AssessmentUsing Socrative, provide your best definition of formative assessment.

m.socrative.comRoom ID: steinman

Student Teacher

Define Authentic LiteracyUsing Socrative, provide your best definition of authentic literacy.

m.socrative.comRoom ID: steinman

Student Teacher

Authentic Literacy and Formative Assessment Using Technology

Simulate authentic literacy activity that incorporates formative assessment

Goal #2:

Proposal 3A proposal to amend the state constitution to establish a standard for renewable energy

*http://www.clker.com/clipart-wind-turbine-2.html

Good? Bad?

Initial Thoughts?Using InfuseLearning, indicate whether you are for or against proposal 3.*Your name will not be recorded or displayed

student.infuselearning.comRoom ID: 12012

Inform Ourselves and the MassesDue to the lack of understanding around Proposal 3, we will take it upon ourselves to research this proposal, take a position, and report out our findings to support our position

*http://www.clker.com/clipart-40400.html

RubricIn order for your work to be evaluated, the following rubric will be used: RubricGrade 11 Performance Task

13

Rubric and scoring information for full-write:

4-Point Argumentative

Performance Task Writing Rubric (Grades 6–11)

Score 4 3 2 1 NS

Stat

emen

t of P

urpo

se/F

ocus

and

Org

aniz

atio

n

The response is fully sustained and consistently and purposefully focused: claim is clearly

stated, focused, and strongly maintained

alternate or opposing claims are clearly addressed

claim is introduced and communicated clearly within the purpose, audience, and task

The response has a clear and effective organizational structure creating a sense of unity and completeness: consistent use of a

variety of transitional strategies to clarify the relationships between and among ideas

logical progression of ideas from beginning to end

effective introduction and conclusion for audience and purpose

strong connections among ideas, with some syntactic variety

The response is adequately sustained and generally focused: claim is clear and

mostly maintained, though some loosely related material may be present

context provided for the claim is adequate within the purpose, audience, and task

The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: adequate use of

transitional strategies with some variety to clarify the relationships between and among ideas

adequate progression of ideas from beginning to end

adequate introduction and conclusion

adequate, if slightly inconsistent, connection among ideas

The response is somewhat sustained and may have a minor drift in focus: may be clearly

focused on the claim but is insufficiently sustained, or

claim on the issue may be somewhat unclear and/or unfocused

The response has an inconsistent organizational structure, and flaws are evident: inconsistent use

of transitional strategies and/or little variety

uneven progression of ideas from beginning to end

conclusion and introduction, if present, are weak

weak connection among ideas

The response may be related to the purpose but may provide little or no focus: may be very

brief may have a

major drift claim may be

confusing or ambiguous

The response has little or no discernible organizational structure: few or no

transitional strategies are evident

frequent extraneous ideas may intrude

Insufficient, illegible, in a language other than English, incoherent, off-topic, or off-purpose writing

Steps to Follow1.Research information on Proposal 32.Take a position and write a brief reflection3.Write first draft of your report as to whether

or not Michigan voters should vote for Proposal 3

4.Review and provide feedback for 2 other reporters

5.Update draft and post report

Research Information on Proposal 3Using Diigo, review the following resources, as well as one additional resource, to gather information on Proposal 3

• Resource 1

• Resource 2 (Diigo-ed)

• Resource 3

*http://www.clker.com/clipart-publication.html

Take a Position and Write a ReflectionTake a position for or against Proposal 3 and share your position with your teacher, as well as a brief reflection as two why you chose that position

Proposal 3 Position and Reflection Form

*http://www.clker.com/clipart--form.html

Write First DraftWrite the first draft of your report in a Google Doc and share it with your teacher

Sample Document

*http://www.clker.com/clipart-3709.html

Review and Provide FeedbackReview two other students’ initial drafts and provide feedback using the following rubric:

RubricSample Document

*http://www.clker.com/clipart-online-messeneger.html

Update Draft and Post ReportUpdate your initial draft using the feedback provided by your peers and teacher and then post your report to your blog

Sample Blog Post

*http://www.clker.com/clipart-blog-icon.html

Authentic Literacy and Formative Assessment Using Technology

Learn how to use technology tools that support authentic literacy and formative

assessment

Goal #3:

Review Standards Being AddressedUsing InfuseLearning and the ELA Common Core State Standards, determine one standard that is being addressed in the previous activity and outline how it is being addressed.

student.infuselearning.comRoom ID: 12012

Technology Tools Used1.InfuseLearning2.Socrative3.Diigo4.Google Docs - Forms5.Google Docs - Documents6.Blogger

* http://www.clker.com/clipart-9232.html

InfuseLearningInfuseLearning is a formative assessment tool that allows teachers to quickly assess students, without any prior preparationQuestion types include:

• Multiple Choice

• Free Response

• Drawing

• and more...

SocrativeSocrative is another formative assessment tool that allows teachers to quickly assess students, without any prior preparationQuestion types include:

• Multiple Choice

• Free Response

• Vote on Free Response

• and more...

DiigoDiigo is a social bookmarking tool, but it also has additional features, such as highlighting of webpages

Google Docs - FormsGoogle Docs is an online office suite that allows anyone with a Google account to create and access their files anytime, anywhereForms are a type of Google Doc, which can be used to collect data, as well as create surveys and quizzes

Google Docs - DocumentsGoogle Docs is an online office suite that allows anyone with a Google account to create and access their files anytime, anywhereDocuments are a type of Google Doc, which can be used to write individually, as well as with others

BloggerBlogger is a free and easy to use blogging tool that students can do to compile and share their writing with the teacher, peers, and the world

Review of Authentic Literacy and Formative Assessment

Using InfuseLearning, identify one technology tool and share one way in which it supports authentic literacy and formative assessment.

student.infuselearning.comRoom ID: 12012

Tool TimeUsing InfuseLearning, vote for the top tool that you would like to learn more about: 1.InfuseLearning2.Socrative3.Diigo4.Google Docs - Forms5.Google Docs - Documents6.Blogger

*http://www.clker.com/clipart-10777.html

Explore InfuseLearning

student.infuselearning.comRoom ID: 12012

Explore Diigo

m.socrative.comRoom ID: steinman

Student Teacher

Explore Diigo

diigo.com

Explore Google Docs - Forms

docs.google.com

Explore Google Docs - Documents

docs.google.com

Explore Blogger

blogger.com

Authentic Literacy and Formative Assessment Using Technology

Design activity around authentic literacy that incorporates formative assessment

Goal #4:

Design Your LessonIn a Google Doc, plan a lesson that incorporates authentic literacy and formative assessment using technology tools. Be sure to incorporate the following:

1. Identify a lesson you already teach and outline how it could be modified to incorporate authentic literacy and formative assessment using technology tools.

2. Identify the Common Core State Standards that you would address in your updated lesson.

3. Discuss how technology is enhancing the teaching and learning of lesson.

Once you are done, begin to develop your new lesson

Questions

?

Andrew SteinmanEducational Technology Consultant at the Kent ISDandrewsteinman@kentisd.org

@steinman