Assessment

East Boston Harborside Community School

TAGS: #InstructionalRoutine #Assessment #Edpuzzle #EBHCS

WHAT | Learners respond to teacher-created comprehension questions within videos pertaining to curriculum topics.

WHY | This routine allows for formative assessment in an interactive, online environment. Students can self-assess their learning with real-time scoring of their assessment questions.  Students can also extend their learning of a topic by viewing videos purposefully chosen by the teacher.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Audiobooks: Auditory processing and comprehension can be assessed using Edpuzzle as students are listening to a reading of a text aloud to them. Competency-based Learning & Assessment

• Formative Assessment 

• Immediate Feedback: Students receive their scores from each video, with teacher feedback, in a timely manner, thus allowing students to get the feedback when it is needed, in the moment, and not weeks later. 

• Multimodal Instruction

• Multiple Methods of Assessment

HOW | Edpuzzle: Find an appropriate place in the unit to either assess or extend student learning through video.

1. Search topics/keywords and locate video in the Edpuzzle search center or find a video that suits your need via Youtube.

2. Upload chosen video to Edpuzzle and add any of the following during purposeful parts of the video:

   1. Notes: pre-recorded teacher notes with connections made to class and other materials taught in the unit to make the assessments more personalized

   2. Assessment questions - multiple choice or short answers

3. Assign the work to your digital classroom (i.e. Google Classroom) 

4. Monitor student learning, progress and achievement.

5. Have students assess their own progress through the real-time viewing of their scores on each assessment within the unit.

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• IS.1: Use and Apply Information: EdPuzzle should be used to either assess or extend student learning of the content. Therefore, students will need to view the new material (i.e. the video) and synthesize the information presented in class throughout the unit to answer the accompanying questions.

• IS.4: Self-assess Your Skills: EdPuzzle allows the real-time tracking of students’ competency and knowledge gaps. This type of formative assessment will allow students to determine their areas of struggle, which will then allow them to get the guidance and assistance needed.

East Boston Harborside Community School

TAGS: #ProgramRoutine #Assessment #Northstar #EBHCS

WHAT | Students take a digital literacy Assessment tool to evaluate their digital literacy skills before classes begin. The assessment covers a wide range of topics, including computer basics, internet safety, and online communication.

WHY | The goal of this routine is to help students identify their current digital literacy skills and areas for improvement. By completing the assessment, students and teachers can gain a better understanding of their digital competencies and take steps to improve their digital literacy.

HOW | Northstar Digital Literacy Assessment: To use the Northstar Digital Literacy Assessment tool, follow these steps:

1. Visit https://www.digitalliteracyassessment.org/ and create an account.

2. Complete the assessment, which consists of multiple-choice questions and takes approximately 30 minutes to complete.

3. Review the results to identify areas of strength and weakness in digital literacy skills.

4. Use the results to develop a plan for improving digital literacy skills with your instructor or on your own.

5. By using this routine regularly, individuals can assess and improve their digital literacy skills, ultimately enhancing their ability to navigate and succeed in the digital world in their education, work, and home life.

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• EF3: Use Basic Browser Tools

• Co.2: Digital Collaboration

• DO.3: Protect devices by managing risks & threat by applying safety measures

The Northstar Digital Literacy Assessment tool is designed to assess an individual's digital literacy skills across various areas, including communication, safety, and digital citizenship. 

Boston Uncornered, JVS - Bridges to College and Careers, Rian Immigrant Center, Suffolk County Sheriff's Department, X-Cel Education

TAGS: #DigitalLiteracy #Assessment #GoogleForms #BostonUncornered #JVSBoston #RianImmigrantCenter #XCelEducation #SCSD

WHAT | One effective way to understand the digital literacy levels of learners is to conduct a pre-assessment: Once the results are collected, they can be analyzed to identify the areas that require attention. By understanding the learners' needs early on, we can effectively move forward and provide them with the support they need to succeed. Assessments may be administered upon intake using the Northstar Digital Literacy platform (paper or digital), custom-made Google Forms, or other resources that work for the agency.

WHY | As educators, we strive to save learners' time by identifying their specific needs and crafting our edtech routines accordingly: Our goal is to assess and build digital literacy skills for students, providing additional support where needed to help them achieve their education goals and/or transition smoothly to higher education or the workforce. Assessing digital literacy skills can motivate students to improve their academic skills and reduce anxiety and frustration during instruction by empowering students with the knowledge to use digital platforms.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Clear Structure and Presentation

• Learner Choice

• Check-ins

• Error Analysis

• Formative assessment

• Goal setting and monitoring

HOW | Google Forms: During the intake/orientation process, new students are provided information about and access to a pre-assessment to self-assess their digital literacy skills. Students log into the pre-assessment and review the directions with instructors and staff. Students then answer questions that determine their digital literacy and knowledge of the platforms and programs they will use within the program. This may include, but is not limited to: Zoom, Google Classroom, Google Drive, Google Docs, Moodle, Chat (WhatsApp), Canvas, navigating college websites and financial aid websites, and more.

The students are given a time limit to answer the pre-assessment questions. At the end of the allotted time, students will be given an opportunity to review their answers with instructors. Instructors will review the answers as a team and determine which students need additional digital literacy support as they begin their classes. Digital literacy instruction will be integrated across subject areas with a focus on improving technological skills with formative assessments, goal setting, and a final summative assessment.

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• IS.4: Self-assess Your Skills: Identify info needs and competence/knowledge gaps

• LL.2*: Adapt to New Technology: Adaptability [e.g. open to learning new tech, reapply/build on tech experiences]

International Institute of New England

TAGS: #ProgramPractice #Assessment #Edpuzzle #IINE

WHAT: Learners use an interactive video routine that allows them to self-guide through a series of technology literacy videos with a self-assessment at the end to ensure understanding.

WHY: The goal of this routine is to lay the digital literacy foundation that students need to be successful in ESOL class, with the hope of specifically increasing retention and start rates as well as improving general attendance. 

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Explicit Instruction: Computer Basics

• Self-monitoring

• Chunking

HOW | Edpuzzle:

1. Teacher will provide students a link to the Edpuzzle during orientation.

2. Completion of Edpuzzle is required by the end of orientation in order to start class.

3. The Edpuzzle will guide students through program-specific information (such as the attendance policy, photo release, etc).

4. The Edpuzzle will then guide students through specific digital tasks necessary for their participation in class (logging in to Zoom, accessing their camera, muting/unmuting, etc).

5. At the end of the Edpuzzle, a short assessment is presented to check for comprehension and areas for improvement/review. 

6. Teachers are available during the completion of the Edpuzzle to offer troubleshooting assistance and to answer any questions.

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• CO.2: Collaborate with Technology: The use of a platform such as EdPuzzle allows students to familiarize themselves with a new technology skill.

• EF.5: Understand My Computer: The content of the orientation module allows students to understand how to use the hardware of their Chromebook, as well as testing knowledge through a step by step tutorial and providing opportunities to apply the concepts.

• IS.4: Self-assess Your Skills: This module will allow students to complete an assessment in which they can test their own knowledge, view videos as many times as needed and complete multiple-choice questions related to the content.

International Institute of New England

TAGS: #ProgramPractice #Assessment #Edpuzzle #IINE

WHAT: Prior to enrolling in their course, learners use an interactive video that corresponds to their language and digital literacy level and introduces specific vital functions of Google Classroom and/or commonly used Google applications, with comprehension checks built in throughout the video.

WHY: The goal of this routine is to familiarize the student with basic uses of Google Classroom and corresponding applications so that they can more readily access materials, complete tasks, and interact virtually with classmates and their professor, which in turn improves outcomes and student retention.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Chunking

• Clear Structure & Presentation

• Explicit Instruction: Computer Basics

HOW | Edpuzzle:

1. Teacher will send an email to participants with a link to the Edpuzzle.

2. Teacher will specify a date for completion of Edpuzzle prior to the start date of class. 

3. At the end of the Edpuzzle video, the teacher will provide a link to their Google Classroom and will prompt students to access it. 

4. Teacher will assign different tasks in Google Classroom to further check for comprehension.

5.  Teacher will check for completion and review scores on comprehension questions to assess which skills may need further review at the start of class. 

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• CO.7: Share Information with Others: Students learn to share information with each other and instructor using Google Classroom and associated applications (level-dependent). Examples include submitting information via Google Forms, creating and responding to discussion posts, and uploading and downloading class-related materials on the platform. Students can practice sharing information in both public and private formats. 

• EF.3: Use Basic Browser Tools: Students familiarize themselves with how to navigate the Google Classroom and how to access essential functions. Students will learn to join a Google Classroom, open links and view other types of documents. Students will practice using search functions and how to distinguish whether the information they are sharing is public or private.

Rian Immigrant Center

TAGS: #FormativeAssessment #Assessment #VoiceMessages #PhotoMessages #TextMessaging #WhatsApp #RianImmigrantCenter

WHAT | The student can share voice messages and photo messages with teachers via a secure group chat to share pictures of class assignments, homework assignments, and class written assessments. Additionally, using the voice recording feature, students can share his/her answers in an audio format.

WHY | Instructors can use this routine for immediate formative assessment on in-class prompts, using this routine for homework checks

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Formative Assessment: Formative assessment is "assessment for learning" rather than "assessment of learning". In terms of lifelong and lifewide learning, it is often called "learning-oriented assessment", since the focus is on fostering a Learner Mindset by providing feedback, reflection, and revision opportunities rather than evaluation. Embedding assessments throughout instructional activities for feedback and growth opportunities rather than evaluation of achievement, serves a variety of purposes in instructional settings. Learners have the opportunity to make mistakes in a low-risk environment, receive meaningful feedback from the instructor to understand their progress, and revise their work to support a cycle of learning. Formative activities and assessments also help to inform instruction as instructors also gain meaningful information about learner progress. These activities can positively boost learner Emotion and intrinsic Motivation, helping to ease academic anxiety as the emphasis is placed on the learning process rather than final achievement.

• Immediate Feedback: Immediate feedback can improve a learner's confidence, self-awareness and enthusiasm for learning, which leads to increased Motivation. Feedback that is provided at the time of learning helps improve understanding, address misconceptions, reinforce strategies, and support retention in Long-term Memory. Effective, immediate feedback includes the following characteristics: it is timely, ongoing, formative, actionable, specific to the learner, and reflects a positive tone.

• Speech-to-text: Speech-to-text takes the input from voice recognition and produces text. It recognizes the user's voice and translates it into digitized text, which is different from voice recognition that could produce actions. Speech-to-text can support adult learners with and without physical impairments, especially in Composition, while also increasing independence, decreasing anxiety, and developing a Learner Mindset with the error correction process embedded in the software. Voice interfaces can support asynchronous online communication and expression, immediate feedback, and Social and Relationship Skills.

HOW | WhatsApp: Students can use WhatsApp as a free, cross-platform messaging service. Students can use the attachment feature and voice recording feature in the mobile or computer app to send and share photos, videos, text, and voice message documents in secure chat groups.

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• CO.8 Use Messaging tools: Use a messaging app to communicate with others (WhatsApp, Messenger)

• IS.4: Self-assess Your Skills: Identify info needs and competence/knowledge gaps

Boston Uncornered

TAGS: #DigitalLiteracy #Assessment #GoogleForms #BostonUncornered

WHAT | Through an initial screening, support staff will capture support needs as catalysts verbally self-assess their digital literacy skills. Based on their self-assessment, the catalyst will complete an online digital literacy assessment to highlight needs further. Based on the results, support staff will recommend further digital literacy instruction via learning software. 

WHY | To understand if the catalyst needs additional digital literacy training or if they can move forward with the program’s digital curriculum to prep for HiSET attainment. Based on the results of the assessment, the catalyst may require additional training and support or be onboarded onto the program’s digital learning platform.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Competency-based Learning & Assessment

• Formative assessment

• Immediate feedback

HOW | Google Forms: 

1. Upon acceptance into the catalyst role at Uncornered, a support staff member will complete the catalyst support intake needs assessment via a Google Form, asking questions to identify where the needs lie. The catalyst will also be asked to rate their digital literacy level between 0-5, identifying what needs the catalyst has. 

2a. The result of this will determine the next course of action. If the catalyst self-assesses between digital literacy levels 3-5, they then complete the Computer Literacy Assessment form on their own. This form will determine what specific digital literacy knowledge they have around: common computer skills and activities, desktop skills, using forms and media, using touchscreens, and navigating and understanding the internet. All skills will be needed for successful engagement in the EssentialEd system, check-ins with their mentors, navigating completion of forms electronically, systems as well as college curriculum (Zoom, Google Drive, Adobe, financial aid websites, employment sites).

2b. If the results of the self-assessment are 0-2, the catalyst will not be required to complete the Computer Literacy Assessment form and will be assigned lessons at the most basic level. 

3. The results of this assessment will dictate what lessons in the EssentialEd Computing Fundamentals curriculum the support team will assign. 

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• IS.4: Self-assess Your Skills: Identify info needs and competence/knowledge gaps

• LL.2*: Adapt to New Technology: Adaptability [e.g. open to learning new tech, reapply/build on tech experiences]

• EF.3: Use Basic Browser Tools: Browser skills [e.g. address bar, web navigation, favorites/bookmarks, forward/back, etc.]