2.7 Assessment
Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources. (PSC 2.7/ISTE 2g)
Artifact: Elected Officials WebQuest
Reflection:
I had the opportunity to create a multimedia design project that contained an original WebQuest about an animal’s life cycle for one of ITEC courses early on in the program. When my students began studying the life cycle this school year, I gave them the chance to complete the WebQuest. Throughout their learning quest, students were very engaged. I could see how the WebQuest encouraged students to think critically, and problem solve. As a result, I created another WebQuest, Elected Officials.
The Elected Officials WebQuest is a Social Studies inquiry unit that allows students to learn about elected officials of the executive branch and where they work; president, governor, and mayor. The fantastic thing about this particular WebQuest is that teachers do not have to teach anything content related before students explore this WebQuest. The WebQuest includes an introduction, task, process, evaluation, conclusion, credits, and teacher page. This WebQuest also includes a benchmark assessment and suggestions for differentiation suggestions.
Standard 2.7 states, “Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources.” I modeled and facilitated the effective use of diagnostic, formative, and summative assessment within Elected Officials WebQuest. I did so by including a diagnostic test to measure what students know before beginning the unit. There is also formative assessment in the form of a graphic organizer that allows teachers to monitor students’ progress as they go through the WebQuest. A summative assessment is included at the end of the unit; this assessment can be used to measure students’ understanding of the content as well as their final presentation.
Crafting this artifact helped me to design an engaging lesson for my students to utilize as they learned about elected officials of the executive branch and where they work. Creating this artifact also helped me to utilize other forms of assessments to determine whether or not my students understood the content. To improve the quality of this artifact, I would add a read to feature to help struggling readers.
The work that went into creating this artifact impacted student learning because it allows students to learn through inquiry. Inquiry learning allows students to learn through experience. As a result, higher-order thinking is achieved. To assess students learning, I would use diagnostic, formative, and summative assessments included in this WebQuest. I would also re-administer the diagnostic test to measure the amount of learning students acquired in the unit.
I had the opportunity to create a multimedia design project that contained an original WebQuest about an animal’s life cycle for one of ITEC courses early on in the program. When my students began studying the life cycle this school year, I gave them the chance to complete the WebQuest. Throughout their learning quest, students were very engaged. I could see how the WebQuest encouraged students to think critically, and problem solve. As a result, I created another WebQuest, Elected Officials.
The Elected Officials WebQuest is a Social Studies inquiry unit that allows students to learn about elected officials of the executive branch and where they work; president, governor, and mayor. The fantastic thing about this particular WebQuest is that teachers do not have to teach anything content related before students explore this WebQuest. The WebQuest includes an introduction, task, process, evaluation, conclusion, credits, and teacher page. This WebQuest also includes a benchmark assessment and suggestions for differentiation suggestions.
Standard 2.7 states, “Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources.” I modeled and facilitated the effective use of diagnostic, formative, and summative assessment within Elected Officials WebQuest. I did so by including a diagnostic test to measure what students know before beginning the unit. There is also formative assessment in the form of a graphic organizer that allows teachers to monitor students’ progress as they go through the WebQuest. A summative assessment is included at the end of the unit; this assessment can be used to measure students’ understanding of the content as well as their final presentation.
Crafting this artifact helped me to design an engaging lesson for my students to utilize as they learned about elected officials of the executive branch and where they work. Creating this artifact also helped me to utilize other forms of assessments to determine whether or not my students understood the content. To improve the quality of this artifact, I would add a read to feature to help struggling readers.
The work that went into creating this artifact impacted student learning because it allows students to learn through inquiry. Inquiry learning allows students to learn through experience. As a result, higher-order thinking is achieved. To assess students learning, I would use diagnostic, formative, and summative assessments included in this WebQuest. I would also re-administer the diagnostic test to measure the amount of learning students acquired in the unit.