Sample Use of Technology in learning and assessment
Grade level: 5th grade
Subject: English Language Arts
State Standard: CCSS.ELA.Literacy.W.5.3.A
The technology tool to be used for this exercise would be a combination of a guided worksheet and online creator space with fan.school that allows for the teacher to create a secure space for the students to write and publish their stories while interacting with each other and building ownership of the process of creation (Education.com).
The activity would have students creating characters, devising storylines and developing events around those characters. This process would allow the student to be self directed and empower the student to use problem solving and critical thinking to build solutions to problems their characters face. It also gives students the ability to have realtime feedback and make adjustments at their speed and with the teacher as a moderator versus a resource.
This technology also allows students to develop an ongoing portfolio that they can build over time to review their own improvement and create works that can follow them into higher learning environments.
Tools for informal assessment:
As the moderator in the curated publishing classroom, the teacher can quickly assess how much time students are spending on the projects, haw far along they are, what their understanding of the subject matter is, and what guidance each student needs. The tools Fan.school offer include developing games for the students to play and challenges they can address facilitated by the teacher (Fanschool.com). The outcome of the games or challenges tells the teacher what adjustments need to be made and can do so quickly and easily with this technology.
Summative Technology Tools:
Using a portfolio assessment method, made simpler and more detailed by the software mentioned above, a full summative assessment can be completed to view all level of task completion and standard achievement (ResourceEd, 2018). The stories the students create are contained cumulatively and allow the teacher to rapidly asses the accomplishments and challenges the student has faced while building the portfolio.
As this portfolio is cumulative over the year, the teacher can access and the information at preset stages to better understand how the lesson plans are being fulfilled and determine any adjustments that are needed. These summative assessments can be done at the end of each project, quarter or term and give clear oversight of what the student has created and where achievement is challenged and needs support.