Collaborative Assessment ToolkitWith the paradigm shift in education moving from assessment of learning towards assessment for learning and ultimately assessment as learning, the need for outcome-based education (OBE) is rising. This innovative education model is structured around student learning outcomes whereby curriculum, pedagogy and assessments are aligned to learning outcomes using Wiggins & McTighe's approach of backwards design within the Understanding by Design® (UbD™) framework.
These learning outcomes are developed to scaffold student understanding and deep learning. Deep learning cannot transpire when the focus of study has greater breadth than depth. Developing outcomes-based education encourage relationship understanding, patterns, principles, integrations, logic, evidence, metacognition, satisfaction and self-assessments as outlined by Entwistle, (2000). To direct our path down the road of OBE, assessments must be carefully considered and used with intentionality. Classroom assessment techniques (CAT) use a formative approach to improve quality of student learning; seeking deeper learning experiences instead of providing evidence for evaluation and student grading (Mihram, n.d.). As technology advances continue at a staggering rate, an array of feedback devices are available to reveal student growth to the learner as well as instructional facilitator. Purpose: The adjacent artifact represents a sampling of classroom assessment techniques that can support OBE and deeper learning. This assessment toolkit has been developed in collaboration with peers within my course to identify online assessment tools aligned with 'best practices" as well as for personal value within our own professional roles. Through our collaborative efforts we have analyzed Twitter, Voicethread, and WebEx to produce a toolkit which offers insight into Web 2.0, collaboration and audio/video assessment tools. My collaborative participation included the design of the cover, VoiceThread analysis, and synthesis of collected materials into a pdf file format. I have chosen to take this project one step further by seeking to share its content within an e-book format to offer the viewer a pleasurable experience. |
Reflection: These assessment tools can adapt to a variety of techniques. The tool selection process, research, and analysis has proven to be an authentic experience. This process has offered me exposure to a variety of tools, but more so, encouraged reflective practices as to which tools peak my personal interest and motivation for future use.
My selection choice of VoiceThread is outlined within the above artifact. My awareness of uses for this tool has expanded far beyond my expectations. Until this research process, I was unaware of the variety of powerful uses Voicethread has within an online learning community. Its structure lends itself to supporting each of the classroom assessment techniques as noted by Mirham (2000):
Further discovery has also introduced me to opportunities to join the Classroom Partners Group or Voicethread For Educators Group to collaborate with professionals in education for using this tool within the educational setting for a variety of applications to encourage deeper learning with aligned assessments. |
Citations
Mirham, D. (n.d.). Classroom assessment techniques. The John Hopkins Bloomberg School of Public Health, Center for Teaching and learning with Technology Distance Education Division. Classroom_assessment-techniques.pdf retrieved, November 9, 2015 from https://uwstout.courses.wisconsin.edu/d2l/le/content/3019492/viewContent/18590626/View
Driscoll, A. & Wood, S. (2007). Developing outcomes-based assessment for learner-centered education. Stylus Publishing. Virginia. Retrieved November 10, 2015 from http://www.amazon.com/Developing-Outcomes-Based-Assessment-Learner-Centered-Education/dp/1579221955/ref=sr_1_4?s=books&ie=UTF8&qid=1309744528&sr=1-4#reader_1579221955
Mirham, D. (n.d.). Classroom assessment techniques. The John Hopkins Bloomberg School of Public Health, Center for Teaching and learning with Technology Distance Education Division. Classroom_assessment-techniques.pdf retrieved, November 9, 2015 from https://uwstout.courses.wisconsin.edu/d2l/le/content/3019492/viewContent/18590626/View
Driscoll, A. & Wood, S. (2007). Developing outcomes-based assessment for learner-centered education. Stylus Publishing. Virginia. Retrieved November 10, 2015 from http://www.amazon.com/Developing-Outcomes-Based-Assessment-Learner-Centered-Education/dp/1579221955/ref=sr_1_4?s=books&ie=UTF8&qid=1309744528&sr=1-4#reader_1579221955