Survive:

• Enforce the BHS Handbook policies on integrity (Rule 1.3, page 42) [Update this with the 20-21 Handbook when available]

Redesign:

• Update questions on assessments to address causes of cheating or design assessments to prevent cheating

• Have students create a class specific honor code to enhance buy in

• Use all of the bells and whistles of Canvas Quizzes. Did you know you can check to see how long a student spends on each question/quiz? Or if a student leaves the page? Check the student activity log!

• Extreme: End all individual, traditional assessments - try switching to group assessments and presentations or portfolios instead (see below)

Click here to access the presentation from the Unconference.

Survive:

• Digitize your rubrics using Canvas

Redesign:

• Use Canvas (or paper) Rubrics and have students select the weights for each category (note - this can be time intensive, but can help encourage student buy-in)

• Students can complete rubrics for each other if you create an assignment, attach a rubric, and require peer reviews [student version] (thanks to Dr. Driscoll for the tip!)

• Incorporate student reflection into rubrics (see Metacognition below)

• Extreme: Switch to Standards-Based Grading; Everything You Need to Know About SBG

• Extreme: Track student progress in SBG using Canvas Outcomes and the Learning Mastery Gradebook

Click here to access the presentation from the Unconference.

Survive:

• Digitize your current assessments using these tools:

  • Canvas Quizzes

  • Google Forms

  • Edulastic

  • Socrative

  • Formative (not currently approved for use by the district, however, you can use the guest feature so students don't have to create an account)

Redesign:

• Consider increasing the difficulty of questions and making assessments more open note

• Update assessments to use questions requiring deeper levels of knowledge using Webb's Depth of Knowledge (explanation) and (quick guide)

• Additional Task/Question/Problem Types to Consider for formative and summative assessments

• Extreme: End all individual, traditional assessments - try switching to group assessments and presentations or portfolios instead (see below)

• Extreme: Two excellent resources on rethinking individual assessments - "Make it Stick" and "Hacking Assessment"

Click here to access the presentation on this section from the Unconference.

Survive:

• Tools students can use to collaborate in google suite: Google Slides; Google Docs; Jamboard

• Students can record themselves working in small groups on Zoom or ExplainEverything and share with the teacher

• If students need to draw something freehand, they can use the whiteboard feature in Zoom, Jamboard, Desmos, or create graphs using Google Sheets

Redesign:

• Revise questions to be more challenging and open note (see Individual Assessments)

• Update rubrics to emphasize how groups are working together, instead of focusing on the final produc

• Visit Group Collaboration in Assessment- Competing Objectives, Processes, and Outcomes for a detailed discussion of many aspects of group assessments

• Extreme: Make all assessments group assessments (end traditional, individual assessments)

Click here to access the presentation on this section from the Unconference.

Survive:

• Students can share live using Zoom, Google slides, or Sutori

• Students can pre-record their presentations on Zoom, or use Screencastify [include video/notes on how to do this?]

• Review these tips for students about making better virtual presentations

Redesign:

• Use an alternative program, such as ExplainEverything, VoiceThread, WeVideo

• Extreme: Have students use a tool such as EdPuzzle, Desmos, or Google Forms to create an activity of assessment for their classmates - teachers can then provide feedback on the creation and after students have completed the task

Click here to access the presentation on this section from the Unconference.

Survive:

• Canvas Collaborations allows students to form groups and generate a single google doc for submission

• You can also use Canvas Groups to generate student teams - find this under the People tab (students can create their own groups, too!)

• Show students how to use Canvas Messages to share ideas and Canvas Calendar to create shared events

• Show students how to use the Canvas To-Do list

• Practice email etiquette by having students complete an Introduction to Email lesson (this works for when they email teachers and each other)

Redesign:

• Discussion of impact of group composition in grading: Group Collaboration in Assessment- Competing Objectives, Processes, and Outcomes (pp 16-18)

• Collaborative Assessments from The Science Teacher gives two case studies.

• Be intentional about when to create groups or allow them to form organically (see middle section titled, "Assigning Groups or Letting Them Form Organically")

• Add group reflection on communication to improve group dynamics

• Incorporate communication activities to enhance these skills

• Extreme: Ask students to create their own norms to utilize when working and communicating in groups (see Also Rubrics/Outcomes and Student Reflection and Metacognition)

Click here to access the presentation on this section from the Unconference.

Survive:

• Have students create all work in a shared folder for accessibility and grading; stay organized by adding students folders to your own class folders

Redesign:

• Have students use Google Sites or Sutori to create their own portfolios

• Use portfolios to showcase student work, assess learning over time, or to establish learning profiles (bonus: the end includes tips on how to make google sites)

• Extreme: End individual traditional assessments and base grades entirely on portfolios (this is a bit long, but it's everything you need to know)

Click here to access the presentation on this section from the Unconference.

Survive:

• Have students evaluate the type of learner they are and complete metacognition activities to encourage growth

• Base your metacognition survey on this model from Vancouver Island University, or this one from Emotional Disorders and Metacognition

Redesign:

• Have students keep a journal throughout a unit or quarter tracking their progression (can be a google doc, Canvas Survey, google site)

• Add personal reflections to your course and evaluate them using these strategies or these strategies

• Extreme: End grades entirely!

Click here to access the presentation on this section from the Unconference.