Assessing Meaningful Learning with Technology

Assessing Meaningful Learning with Technology

Rubrics are used as a form of assessment when concerning a student’s work. These rubrics are usually made up of elements and qualities for which a teacher would have enjoyed his/her student to grasp accordingly.  However, there have been various ways to access these rubrics.  For instance, Technology-Based Rubric Tools are being used by teachers as an efficient way of assessing the work of his/her students.  To illustrate, there are two types of rubrics which include bank rubrics which in essence carry an unlimited amount of rubrics concerning all types of subject matter which can be easily accessed and used.  However, I believe it may be a time-consuming process when considering that one has to look through a plethora of rubrics, and on top of that; one has to research them in order to make sure that they assess a particular assignment appropriately.  Therefore, I almost find it unnecessary to use these rubric banks unless one absolutely has to find a rubric at the very last minute, and has no other alternative, or time to check it anyhow.  On the other hand, there are rubric generators provided to teachers who would like a template of sorts in order to create his/her own rubric.  Of course, I believe this is the most efficient way to create a rubric, and it would quite possibly take the headache out of researching a pre-existing rubric, which would probably have taken the same time anyhow. 

In addition, if a teacher wanted to simply study the progression of his/her class ahead of time.  He/she could use clicker assessment tools which usually come in the form of a television remote.  Of course, one would assume that students could not only relate to such a tool, but it is fairly easy to operate.  For instance, a teacher can ask a question to the entire class, and the entire class can answer at the same time without having to say a word.  Usually these answers are posted on some type of screen whether it is a computer screen, a data spreadsheet, or perhaps a whiteboard in front of the classroom.  Nevertheless, I believe this clicker assessment tool would be beneficial in the classroom as classroom participation is not always tremendous due to a student’s fear of speaking out and getting a question wrong, or perhaps taking away from others who would like to answer the question as well. Nevertheless, I think this tool is exceptional, and not only would it account for an easy assessment of student progress, but it would also allow every student to have a voice, even when and if he/she is too afraid to express it. 

On the other hand, there are tools that both teachers and students can use in order to organize thoughts and/or gain knowledge through the use of computer generated concepts maps, or visual diagrams relating to a particular subject matter.  To illustrate “Inspiration” is a type of software that teachers can use to organize their thoughts and ideas by way of concepts maps and organizational strategies that I believe could assist them in lesson planning, among other ideas they have when concerning activities in the classroom.  In addition, “kidspiration” is a type of software that allows students to tap into technology in order to grasp the concepts of math and writing skills among other basic skills necessary to succeed in a particular grade.  Therefore, I believe both to be a productive and effective way to teach a particular subject matter, and grasp the ideas behind it.

Overall, there are ways one can incorporate these tools in their classroom.  For instance, one could use technology based rubrics in order to create an overall assessment of a student’s progress in a class or on a particular subject such as projects, oral papers, and so on.  In addition, clicker assessment tools can be used in class for assignments such as bell ringers or other short tests that calculate a student’s comprehension of subject matter in a class thus far.  Finally, inspiration and kidspiration can be used by teachers in order to plan out the activities for the week in his/her class, and create an effective schedule for the implementation of that lesson; the kidspiration software could be used by kids in order to use the computer screen to demonstrate information needing to be comprehended by the students by graphs, diagrams, etc. 

Digital Storytelling, Mathematical Comprehension, and T.V., as a learning tool....

When considering the article “Digital Storytelling, by Kate Kemker”; one has to consider it as the process of making a movie beginning with the rough sketch, the filming, and the critique afterwards.  In essence, one must first think of the idea of a story in which he/she will tell, and put it all on paper.  For example, he/she will have a group of collaborators who will help put the idea of the story on paper which will include the beginning of the story, the climax of the story along with any other conflicts in the story, and the ending of the story.  Also involved will be the particular frames, and position of those frames which include the actors as the story goes along.  The story will have to have transitions, music, narraratives, and text perhaps.

  Nevertheless, the story will all be jotted down on paper before the student begins to film so that the story in its entirety will already be planned, which will make it easier so that the composer can work on the production of the movie.  In general, the filming process will include one who looks over the rough sketch, the producer, the camera man, the actors, etc.  Then, once the filming is finished, it will hit screen, where someone will critique the movie, and provide input as to how effective the entire process was, and whether the movie made an impact.  Of course, when considering how it would work in my classroom; I would expect that it would allow for my students to use their imagination to create short stories of their own while learning how to organize and create their thoughts on paper, which would allow for a student to be able to jot his/her goals for life down, and somewhat plan for his/her future possibly.

On the other hand, mathematics in its abstract form is proven difficult for most students to understand when considering equations that deal with numbers and letters alone.  However, when an image is presented to a student which explains the relationship between those formulas, only then will a student will be able to understand how and why an equation works out.  For instance, a graphic calculator is useful when plotting equations concerning an x, and y axis rather than simply working the equation out on paper alone.  In essence, a graphic calculator allows a student to enter the value for each variable in the calculator where a visible graph is composed in order to show the relationship between each value so that the student will understand the equation much better. 

Furthermore, technology is growing in popularity where instruction is concerned.  Therefore, when asked if it is possible to learn from T.V. alone; I would have to say yes, in part.  Of course, it would have to take a hands on approach to do something, but it helps to have someone show you how to do it rather than use methods, such as a sheet of paper with steps 1, 2, etc.  In fact, most activities whether it be a toy, a hair product, or any other type of object that needs instruction, will often come with a DVD to show one how to perform, or piece an object together carefully.  Indeed, I believe this is an often effective way of learning, and I personally recommend it.