Tag Archive for assessment

Student Publishing, Blogging and Online Portfolios

Charles Wright Academy 9th Grade Digital Citizenship

 

This week I did a training session on student blogging and our WordPress Multisite installation. I prepared these notes and background readings beforehand, although we spent most the time talking about projects that teachers were already envisioning and ready to rollout (which is always more fun!).

First, I highly recommend Jeff Utecht’s “Blogs as Web-Based Portfolios” (PDF article) as a place to start. With that in mind, here are four examples (from other schools) of student blogging that I think highlight some possibilities.

Avogadro Salad: A Chemistry Blog by Sarah Almeda

This is an example of one individual student’s blog. She’s included images and videos in her posts explaining her labs, experiments and concepts in Chemistry class. This site uses WordPress, which is a professional standard for building websites and blogs. Using WordPress has a lot of advantages, including a vast amount of control in the design and layout, plugins and themes which can expand the capacity of the site, and a global community of support and users. We host a WordPress server which can be used to build class or individual blogs using staff or student e-mail address and logins. Accounts are automatically synced with existing student accounts, so there’s no account generation to worry about.

Avogadro Salad - A Chemistry Blog by Sarah Almeda (10th Grade)

Avogadro Salad – A Chemistry Blog by Sarah Almeda (10th Grade)

This site shows a few different features of WordPress which you can use when you think about your own class:

  • Comments are turned on. This means that outside viewers can comment on posts. We can customize sites so that comments are on, off, moderated or school users only.
  • She has a page as well as posts. WordPress has two different types of content: posts, which are chronological and are the default type of content. In addition, pages are meant to be more permanent (they never get pushed down by newer content). Common examples are an “About Me” page, “Important Resources,” or anything else that you think will be useful at any time.
  • Her page shows protected posts. These are posts which are marked private and need a password to access. This is a good way to have some posts be just between the student and teacher. While you wouldn’t want to do this with every post, there might be certain elements of a portfolio or student-led conference which shouldn’t be public.

Sarah’s full name is on this website. This is a little unusual for a student website, and not what I’d recommend as best practice. My personal suggestion and a common practice is to have students use their first names only. We set this as a default in WordPress, although students uploading their work to a digital portfolio may run in to trouble if their full names are on the work.

These posts are public. How many people access this site (and from where) depends on how it is shared and publicized, but these sites are searchable and accessible globally. Again, commenting can be restricted and individual posts can be private, but students are publishing their site for a real audience. Because of the public nature of the site, parent communication in advance goes a long way. I recommend sending a note to parents explaining what the blog is, why students are doing it, what personally identifiable information will be posted, and how they can subscribe to it or follow their student’s work. I’ve found that parent enthusiasm for being able to see their students’s work far outweighs concerns over public publishing.

Charles Wright Academy Digital Citizenship

This is an example of a different style of blog where the class creates one as a group. In this model, you can designate students to all be authors, while you retain the editing capacity, or you can appoint one or many students to be editors as well.

Charles Wright Academy 9th Grade Digital Citizenship

Charles Wright Academy 9th Grade Digital Citizenship

Writing online has some specific skillsets that you can embed into their work. These posts do a great job of demonstrating proper use of hyperlinks, for example– picking specific words or phrases which are supported by another webpage or external reference (instead of dropping the entire address into the text of the piece or the common “click here:”, which distract the reader and disrupt the flow of the writing). These posts use images to support their topics. Also, the “Scales of Justice” image is sourced, and from a site that provides images for free use. Proper use and sourcing of media is an important element of online publishing. We have lots of material to support this if you need help here.

Comments and Responses at Charles Wright Academy Digital Citizenship

Comments and Responses at Charles Wright Academy Digital Citizenship

The “Lady Justice” article has 3 comments, all of which model good discussion by asking furthering questions and referencing specific points in the article. In each case, the author has responded to the comments showing more depth of thinking.

Commenting Expectations at Charles Wright Academy Digital Citizenship

Commenting Expectations at Charles Wright Academy Digital Citizenship

Notice that the footer outlines expectations for the comments, reinforcing that blogging and online discussion should have expectations for quality.

 

Current Events in American Studies

American Studies - Student Blog

American Studies – Student Blog

Like with most of these sites, this site has a counter which shows the amount of traffic that a site has earned. There are a variety of these kinds of widgets which can show total traffic, current views in real-time, a global map of where readers are located, or other similar data. Since part of the appeal of blogging is publishing for a global audience, it’s really powerful to be able to show the “real audience.” In addition, WordPress has some tracking built-in which can show traffic for specific posts to see which articles get the most attention. We can also set up Google Analytics, which provides an incredible range of data regarding visitors to a website.

Amoureux da la Nourriture and Soccer Reviews Today

Under WordPress, there are a wide range of plugins and themes available to change the look and features of the site. These two pages have the same content and are from the same class, but have two different themes applied. Any themes and plugins that you want to use on your site have to be installed by the site administrator (me), but a quick search for free WordPress themes shows the incredible range of styles and designs available for your or your students’ sites.

Shakespearean blogging assignment, Amoureux de la Nourriture

Shakespearean blogging assignment, “Amoureux de la Nourriture”

Shakespearean assignment, "Soccer Reviews Today"

Shakespearean assignment, “Soccer Reviews Today”

Especially if you have students set up individual sites, you’ll want an easy way to keep track of all posts and comments. One of the reasons that blogs are so appealing is that you as a reader can subscribe and have updates go to you automatically as they appear– you don’t have to actively look to see if there are updates. If you use an RSS reader such as Feedly (free account), you can subscribe to both posts and comments from each of your students’ blogs. This way, you can take a quick scan through all of the recent activity and see what’s happened on all of the blogs in one place.

 

Uses of Technology to Enhance Formative Assessment and Differentiated Instruction

Fall2014_Cover_001

Along with our Academic Dean Richard Kassissieh (@Kassissieh, KassBlog), I co-authored an article on the use of technology in formative assessment and differentiation. The article appears in the Fall 2014 edition of Curriculum in Context, the journal of the Washington State chapter of ASCD. The article describes a variety of ways in which our faculty are using formative assessment strategies to gather and analyze student performance as well as giving students opportunities to engage with content and skills at a variety of levels.

New Schoology Features – (Almost) Adaptive Assessment for Your Curriculum?

Schoology's new Mastery panel (help.schoology.com)

Adaptive testing is one of the largest buzz-worthy trends in Ed Tech right now– the ISTE conference was absolutely awash in companies selling adaptive testing engines, aligned with Common Core and complete with packaged curriculum materials. It’s easy to see the appeal of adaptive testing: students are assessed on a complete package of learning objectives, and any areas of struggle or difficulty are identified and targeted. Students work at a level which is appropriate for them in rigor and complexity, and can move ahead or given additional reinforcement if necessary. Unfortunately, adaptive testing systems are incredibly complex, which makes them very hard to modify to reflect each individual teacher’s course and curriculum.

Schoology has released a handful of new features to Enterprise customers over the summer which, when used together, form a very powerful formative assessment environment. By using these tools, it’s possible to build quizzes which offer students opportunities to practice skills and content as needed, and report data back to teachers in a very granular and performance-oriented manner. For classes or schools which use standards- or learning objectives-based grading and reporting, the backwards design process of writing curriculum and assessment to match those objectives fits perfectly into this new package. The combination of Learning Objectives, Question Banks with Random Questions and the Mastery reporting panel allows teachers to generate randomized practice opportunities targeted to individual or multiple performance goals, and analyze each for diagnostic data on each student’s performance. Each of these tools requires some setup to accomplish this, so let’s dive in.

Read more