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The Knowledge Application segment promotes the creation of learning artifacts demonstrating acquisition of both content area standards and digital age skills.
The Knowledge Application segment promotes the creation of learning artifacts demonstrating acquisition of both content area standards and digital age skills.
Below you will find:
Below you will find:
* Webinar: How to Promote Student Voice during Knowledge Application
* Webinar: How to Promote Student Voice during Knowledge Application
* More Guidance on Promoting Student Voice, Assessing Student Work, and a Digital Age Toolkit
* More Guidance on Promoting Student Voice, Assessing Student Work, and a Digital Age Toolkit
Webinar: How to Enable Student Voice during Knowledge Application
Webinar: How to Enable Student Voice during Knowledge Application
Knowledge Application.mp4Promoting Student Voice
Promoting Student Voice
Promoting Student Voice requires ceding some decision making to students in regards to What and How students show they know:
Promoting Student Voice requires ceding some decision making to students in regards to What and How students show they know:
1) What students show they know
1) What students show they know
A key consideration when thinking about ceding some control to students over What they show they know is whether you plan to engage students with a summative assessment at the end of the unit. If the answer is yes, students will take a test -> That test will hold students accountable for a baseline understanding of ALL of the unit's learning objectives.
A key consideration when thinking about ceding some control to students over What they show they know is whether you plan to engage students with a summative assessment at the end of the unit. If the answer is yes, students will take a test -> That test will hold students accountable for a baseline understanding of ALL of the unit's learning objectives.
This reduces the need for student Products to demonstrate ability to accomplish ALL of the unit's objectives, opening the door to the potential that students select which of the objectives they desire to demonstrate through their product. The result is a higher degree of student voice / control and a potential reduction in the time required for students to create / teachers to grade products.
This reduces the need for student Products to demonstrate ability to accomplish ALL of the unit's objectives, opening the door to the potential that students select which of the objectives they desire to demonstrate through their product. The result is a higher degree of student voice / control and a potential reduction in the time required for students to create / teachers to grade products.
Naturally, if the answer is no, students will not take a test, then the Product replaces the test as the assessment that holds students accountable for a baseline understanding of all of the unit's learning objectives. While larger projects are wonderful, they require more time for students to create / teachers to grade.
Naturally, if the answer is no, students will not take a test, then the Product replaces the test as the assessment that holds students accountable for a baseline understanding of all of the unit's learning objectives. While larger projects are wonderful, they require more time for students to create / teachers to grade.
2) How students show they know
2) How students show they know
Another consideration is ceding some degree of control to students over How they show what they know. Allowing students to decide how to show what they know is a great way to engage students. Students feel more ownership over their work when they play a role in deciding what that work will be / how they will demonstrate their ability.
Another consideration is ceding some degree of control to students over How they show what they know. Allowing students to decide how to show what they know is a great way to engage students. Students feel more ownership over their work when they play a role in deciding what that work will be / how they will demonstrate their ability.
Assessing Student Work: Rubric Tips
Assessing Student Work: Rubric Tips
Student Products: Breadth vs Depth
Student Products: Breadth vs Depth
When deciding what students will do / how you will grade students' Application-Level Products, the first consideration is breadth vs depth:
When deciding what students will do / how you will grade students' Application-Level Products, the first consideration is breadth vs depth:
- Breadth: how many of the unit's objectives are to be demonstrated
- Breadth: how many of the unit's objectives are to be demonstrated
- Depth: how detailed would you like students to get for each of the unit's objectives
- Depth: how detailed would you like students to get for each of the unit's objectives
As mentioned above, should you plan to engage students in a summative test of some sort, potentially that opens the door for students to limit the Breadth of their Products and dive to deeper Depth.
As mentioned above, should you plan to engage students in a summative test of some sort, potentially that opens the door for students to limit the Breadth of their Products and dive to deeper Depth.
Naturally, the decision on Breadth and Depth needs to take into account how much Time you desire for students to spend creating their products.
Naturally, the decision on Breadth and Depth needs to take into account how much Time you desire for students to spend creating their products.
Rubric Items: Format vs Content
Rubric Items: Format vs Content
Returning to the conversation above on Promoting Student Voice, allowing students to choose which of the objectives they desire to explore more through the creation of their Product AND how students will show you what they know can make developing a Rubric to Assess student work difficult.
Returning to the conversation above on Promoting Student Voice, allowing students to choose which of the objectives they desire to explore more through the creation of their Product AND how students will show you what they know can make developing a Rubric to Assess student work difficult.
Generally speaking, we tend to think about student Products in terms of 1 specific product type. Because of that, we tend to include items on our rubric that address that 1 specific product type. For example, we might require a certain number of pages to be included or require that students have sufficient white space on a poster. When allowing for student control over how they show you what they know, we must get away from these Formatting Items on our Rubrics and focus on Content Items. Content Items include:
Generally speaking, we tend to think about student Products in terms of 1 specific product type. Because of that, we tend to include items on our rubric that address that 1 specific product type. For example, we might require a certain number of pages to be included or require that students have sufficient white space on a poster. When allowing for student control over how they show you what they know, we must get away from these Formatting Items on our Rubrics and focus on Content Items. Content Items include:
- Definition of Key Terms
- Definition of Key Terms
- Illustration of Key Processes
- Illustration of Key Processes
- Justification of Claims / Conclusions
- Justification of Claims / Conclusions
- Application to Real World Problems
- Application to Real World Problems
Final Draft Text
Final Draft Text
No matter what you ask your students to create, it is recommended that students write and submit a Final Draft in a Text format addressing the Content Items included on your Rubric. This could be a full essay or potentially a bulleted list.
No matter what you ask your students to create, it is recommended that students write and submit a Final Draft in a Text format addressing the Content Items included on your Rubric. This could be a full essay or potentially a bulleted list.
Regardless, requiring students to submit a Final Draft Text before beginning with the creative process of showing what they know ensures that students do not waste time playing with the bells and whistles (Format) of a given EdTech tool ahead of addressing the Content. It also ensures that there is something the educator can grade, should students not finish with their Products on time.
Regardless, requiring students to submit a Final Draft Text before beginning with the creative process of showing what they know ensures that students do not waste time playing with the bells and whistles (Format) of a given EdTech tool ahead of addressing the Content. It also ensures that there is something the educator can grade, should students not finish with their Products on time.
Digital Age Toolkit
Digital Age Toolkit
Below you will find the ESU 5 Digital Age Toolkit. It includes roughly 150 EdTech tools filterable by Digital Age Skill, Content Area, Grade Level, Tool Type, and Technology Platform. The hope is that this toolkit is a resource for you as you seek to engage students in Knowledge Application.
Below you will find the ESU 5 Digital Age Toolkit. It includes roughly 150 EdTech tools filterable by Digital Age Skill, Content Area, Grade Level, Tool Type, and Technology Platform. The hope is that this toolkit is a resource for you as you seek to engage students in Knowledge Application.
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All information included on this webpage is licensed under Creative Commons: Attribution-NonCommercial-ShareAlike. This means you may remix, tweak, and build upon this work non-commercially, as long as you credit the creator(s) and license your new creations under the identical terms.
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For more information on Creative Commons licenses - Click Here
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