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.
Last year was our first school-wide use of Schoology as an LMS. While our first year was overall a great success for adopting the new LMS platform and upgrading from Moodle, we identified a few areas that we wanted to rethink for this coming year. One of the biggest conversations we had throughout the year was about calendaring of class events and assignments. Schoology lets students see a calendar view of all of their courses, which students reported was very helpful for them. Unfortunately, the tool isn’t very granular, and it presents all types of assignments and activities as equal on the calendar. We wanted a way to differentiate calendar entries so that students could look at a daily view and be able to prioritize based on the different types of activities that they’d see.
It’s unfortunate that we have to do this manually– the ability to create an assignment within certain categories, and have those categories reflected on the calendar, would make this whole issue disappear. Even better would be a tagging system which would allow teachers and students alike to tag activities and build context around them ( planning for “Homework,” “Reading,” “Needs Extra Time” and “Individual” for example, would be very different than “Project,” “Brainstorm/Planning,” “Skype”, “Tim”). Modern task management systems are rich in context tools such as tagging or smart search.
This speaks directly to one of my large concerns about measuring the health of our LMS and digital tools– balancing and optimizing our information streams so that students can learn to manage digital communication without becoming overwhelmed and ignoring the information that teachers and the school are providing. Seeing a list of activities dated for the next day, for example, could be useful for a student who is skilled at prioritizing and triaging their workload. For a student still developing executive function skills, it could be too devoid of context to be useful. Furthermore, in-class activities may be tagged with a date, which would make them appear on a calendar as “due” the next day, when they have yet to be assigned (and aren’t meant to be done from home). To help us make our calendaring information more useful, Christina Serkowski headed up a faculty focus group at the end of last year and built out some recommendations. Based on those, we’ve come up with what we hope is coding system for teachers to use when entering activities onto the calendar.
Cross-posted May 20 at http://blogs.universityprep.org
Creating online study resources and sharing them via Schoology
Knowing that a test was coming up soon, two students in 6th grade Integrated Science created an online study guide using Quizlet and shared it with their classmates through the Schoology Updates tool. This was all student-generated: no teacher input or prompting. They also invited their classmates to contribute to the Quizlet deck so that they could all benefit from each others’ work. Collaboration and self-directed learning in action!
The next morning, 6 other students had already used the study guide