ALWAYS+THINKING+ASSESSMENT

=A. THINKING ABOUT HOW WE ASSESS =

//**In their attempts to change assessment to match the content and format of instruction, some schools are relying more upon what is known as**//

 * //**[|alternative assessment].**//

=== **2. HOTS: Higher order thinking skills like analysis, evaluation and creativity incorperate lower order thinking skills like remembering, understanding and applying. We aim to teach and facilitate higher order thinking skills in our teaching but what do we examine when we set our students tests or examination?** ===
 * http://edorigami.wikispaces.com/Bloom%27s+and+Assessment
 * === [|http://www.edpsycinteractive.org/topics/cogsys/bloom.html]3. If we look at our tests and examinations are they focused toward higher order or lower order thinking skills? Are the assessment tasks and questions open or closed? We are required to assess our students to: ===
 * **measure their progress,**
 * **aid their learning**
 * **track their learning,**
 * **identify weakness**
 * **measure our own performance as educators.**

media type="scribd" key="45775018" ARG0="key-d0g0uyil51ytoiqeu8k" height="480" width="640" align="center"

B. HERE IS WHY ASSESSMENT WITH WEB 2.0 TOOLS LIKE WIKI CAN BE VERY EFFECTIVE
===1. "Parents need a measure of their children's progress, politicians and administrators need to measure how their money is being spent. Assessment, often in the form of tests and examinations, is used for all of this. This is not wrong but //**Assessment should primarily be for learning**// (Well done AFL)..."===

media type="youtube" key="Ebjs2qyzuzI?fs=1" height="385" width="480" align="center"

**a) ASSESSMENT TOOLS FOR LEARNING** media type="scribd" key="45774477" ARG0="key-1jkk0vxeaac1a56vrgm8" height="360" width="480" align="center"

b) FORMATIVE ASSESSMENT
media type="scribd" key="45774451" ARG0="key-1kectpnjihisyztkse24" height="360" width="480" align="center"
 * **Strategies**

media type="scribd" key="46994196" ARG0="key-n84e8a1ncq46bohuz71" height="360" width="480" align="center"

media type="scribd" key="46994030" ARG0="key-qlba49telrj9fcbytqn" height="360" width="480" align="center"
 * === Activities ===

= [|C. How to USE Technology Standards for Assessment:] = = //**Delivered through** Content Collaboration// = = media type="scribd" key="45758536" ARG0="key-1wyxgpgodmgp3wcfdaoz" height="480" width="640" align="center" =

==== __**1) Example Technology Standards**__ __**Hollistic Assessmet Lesson (FAF/FPPF format) by B. C. Lee**__ **//CROSS-CURRICULAR HOTS OPPORTUNITIES WITH TECHNOLOGY TOOLS//** **//For example: If we use the standards from the document above//** **//"K-2: 1.3 Identify, locate, and use letters, numbers, and special keys (e.g., space bar, Shift, Delete)on the keyboard."//** **//how could they also work with technology examples given below?//** // As a Technology Instructor in Exploratories, I may have the students complete the task by using the standard keys in a focused lesson. -**First** start by introducing the standards as the **focus,** then preview the "Log-in" on the website [|www.debategraph.com,] -**Second** talk about the importance of privacy & allow students to engage in an introductory **activity** (Hack Mr. Lee played like Hangman; MODEL EX: U-name=B_Lee, P-word=sQ2Z3!ee). -**Third-**this serves as pre-assessment- -**Fourth, follow-up/debrief** on the process and the keys discovered, proceed to talk about keys use and their functions -**Fifth, re-focus** with a multimedia presentation or an actual keyboard under the elmo projecting during an interactive lecture; combine both with SMARTboard software (students hands-on with keyboard & worksheet-goal to follow color coding)media type="custom" key="8996786" width="80" height="80" -**Sixth, transition & re-focus** with a short video on the proper keyboarding/typing techniques []. **-Seventh, activate** knowledge with short typing tutorials/trainings/lesson/exercises pertaining to the standard keys on the following websites [|www.customtyping.com], [|www.keybr.com], or [] (differrentiating based on typing level, typing assessments evaluated prior to the lesson). -**Eighth**, in a culminating **follow-up activity** on [|www.debategraph.com], with examples of mind mapping, the students will first **focus** practice creating their own graph/mind-map of the keys and their functions. Then, **apply** tool usage to create a graph of the differences in the typing training wesites in a short **class activity**(did it help with the standard keys?functionality?,etc.) and **follow-up** with their current progress in each program(#of lessons/trainings complete?how much did you improve?etc.). **Therefore, the students are applying all of the standards & HOTS. Standards like the keys & their functions, which students use debategraph to write about and exchange ideas about the design of the keyboard's keys & the keys' functions; in addition to evaluating their own progress, analysing others, and applying the training!** //**(MODELED TO ADAPT k-12)**// //==== debategraph Seeking diverse perspectives, interpretations or new understandings of topicsand issues impacting our world? Join debategraph, a browser based, wiki-style site, where students can synthesize, evaluate, expand, collaborate, contribute and substantiate their own thoughts and ideas to both sides of the issues. Debategraph utilizes visual depiction to deepen and enrich student understanding for a continuous and robust debate.
 * **engage** in a background knowledge discussion about the the school "Log-in" process with student i.d (ex: u-name=(student first initial )+ (last name)= "blee"; p-word=last five of student social security number="12345".
 * Use the example Model to access the website with the predetermined username and password. The student will utilize characters that can only be accessed with the above standard keys (ex: the number sign (#) is above the number three (3) on the keyboard; therefore the number sign (#), is input by striking "shift + 3" simultaneously).
 * 1) evaluating the background knowledge of students keyboarding skills ,
 * 2) Implementing internet safety standards in the lesson.
 * 3) Practice with Techniques with the above standards by typing with numbers and symbols in the username and password, thus utilizing keys like 'shift' while establishing sufficient
 * 4) Establishing background knowledge of the keys on the keyboard, comprehending school log-in process
 * 5) Application of standards, through experential learning with the "Log-in" process as a group.
 * ==== **1.3.4** - Contribute to the exchange of ideas within a learning community. ====
 * **3.1.2** **-** Participate and collaborate as members of a social and intellectual network of learners.

[|2) //Standards for the 21st-Century Learner//]
**Evernote** Tired of trying to keep track or find your various notes on taken throughout the day and want to be able to organize your thoughts from a variety of sources? Evernote will do this and you can access it from anywhere, even your iPhone. **jogtheweb** Do you want an easy and innovative way to guide students through the Internet? jogtheweb is a web-based tool that allows anyone to create a synchronous guide to a series of Websites. Its step-by-step approach of taking viewers through Websites allowing the author to annotate and ask guiding questions for each page is unique. Give it a try and start creating your own jogs. **Live Binders** This fun and easy-to-use site makes it easy to organize and share sources. Teachers can use it as a presentation tool, plan an interactive lesson, or engage with students on the research process. **MuseumBox** This site allows students to place items into virtual boxes; these items can include images, video, text, and sound. MuseumBox can be used across the curriculum and can help students to describe a person, place, thing, event, idea, or issue. The site facilitates description, debate, investigation, and exploration and development of ideas and issues. **Pageflakes** Create your own personalized homepage with Pageflakes. You can include all of your favorite internet sites and arrange them as you wish on your page. The "flakes" - small versions of the web pages you prefer - could include sites that focus on a specific hobby or interest, a particular subject area, a classroom study topic or current events. Weblist is a great way to gather and organize content based on a theme with the added feature of one URL. Your weblist can then be shared through social media networks or posted on a blog or Website. No time to make your own list, then search their playlist for subjects from music to science and everything in between.
 * **2.1.2** - Organize knowledge so that it is useful.
 * **2.1.4** - Use technology and other information tools to analyze and organize information.
 * **3.1.4** - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and assess.
 * Weblist** [[image:http://www.ala.org/ala/mgrps/divs/aasl/img/external.gif width="11" height="11" caption="this link goes to an external site"]]