Classroom+Management

I. Assessment- The process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs.
An important part of assessment is validity- is the assessment actually serving to determine if the learner truly understands a concept, strategy, etc. We can think of assessment through the lens of Bloom's Taxonomy which has recently been revised to Bloom's Digital Taxonomy to reflect the active use of 21st Century tools to demonstrate learning.

II. Learning Goals
In this session, you will:
 * Explore and discuss basic information related to the revised Bloom's Taxonomy and its application to digital tools and the 1:1 setting.
 * Apply your understanding of the "creating level" when assessing student's knowledge, skills, capacities, attitudes and beliefs for ELA concepts.
 * Reflect upon three different assessments using different digital tools.
 * Sign up for and use Google Forms.
 * Plan and construct an effective formative or summative learning assessment associated with a concept, lesson or unit in your specific Science NCSCOS.



III. Activity- Asking Good Questions...
Take the following assessment and try to determine the level at which each question is targeting in terms of Bloom's Digital Taxonomy. include component="comments" page="Classroom Management" limit="10"

**A. Screencasting**
http://www.emergingedtech.com/2010/01/comparing-12-free-screencasting-tools/

Teacher Scenario- I have been teaching a unit on genetics and would like to have the students demonstrate to me that they have a clear understanding of how punnett squares can be used to predict genotypic and phenotypic outcomes.

- Student Task: For this assessment I would like you to create a short movie (screencast) demonstrating to me that you understand how to use punnett squares to predict genotypic and phenotypic outcomes for blood types.

- Instructions: You will use headphones for this task. Complete Problem 3 at http://www.execulink.com/~ekimmel/mendel1a.htm. Make sure to define the genotypes and phenotypes in this problem. You may check your work at the end if you want to. Please export the movie once you are finished and place it on a flashdrive.

- Rubric for Screencast (Understanding of Concepts, Ability to Use the Punnett Square, Ability to Explain the Problem and How to Calculate the Outcomes) http://www.rcampus.com/rubricshowc.cfm?code=D4227X&sp=true (Would need to be adapted to this specific science applet.)

- Example: []

**B. Asynchronous Discussion** (Blog Commenting or Discussion Forum)
Teacher Scenario- I have been teaching a unit on genetics and would like to have the students demonstrate to me that they have a clear understanding of how punnett squares can be used to predict genotypic and phenotypic outcomes.

- Student Task: For this assessment I would like you to comment on the following blog posting today during class. []Make sure to answer fully using the words that we have learned in class such as blood types, phenotypes, genotypes, alleles, homozygous, heterozygous, dominant, recessive, co-dominant, etc.

- Rubric for Comment (Ability to understand terminology in context that the problems states, Ability to correctly solve the problem, Ability to use correct English and grammar)

- Example: []

What are some examples?

 * Google Forms (FREE)
 * Exam View Pro
 * Quia
 * ClassScape (NC EOC-based)
 * NC Falcon (NC EOC-based)

Teacher Scenario- I have been teaching a unit on genetics and would like to have the students demonstrate to me that they have a clear understanding of how punnett squares can be used to predict genotypic and phenotypic outcomes.

- Student Task: For this assessment I would like you to quickly complete the following online "Check for Understanding".

** V. Using Google Forms Activity **
jenny Brian Amanda Dacia

**Step 1: Getting to Know Google Forms**
//Complete the following://
 * Obtain a Google account if you already do not have one.
 * Go to Google docs: [|http://docs.google.com].

Google Forms

 * ===What it can do===
 * Multiple choice (all viewed or drop-down list), short answer, paragraph answer, multiple answer, scales, grids
 * Provide group analysis for multiple choice, multiple answer, scales, and grids
 * ===What it can't do===
 * Automatically grade the form
 * Can use code to grade, but not initially built in
 * Include symbols or pictures
 * Can use with another diagram, projected picture, or another web page with the diagrams or pictures can be placed
 * ===What is needed to use it===
 * A Google Account
 * Only the teachers needs it!
 * A way to share the link, like your class web page

Create Your Own

 * Log in to Google Docs at http://docs.google.com
 * Click //Create New -> Form//
 * Create a form that you could use to assess students in your primary content class
 * Copy the link to your form and paste it in the //Discussion//

Step 2: Design an Google Form Assessment

 * Create a new form.
 * Using the form, create a 6 question assessment targeting the same learning of knowledge but each at a different level of Bloom's Digital Taxonomy.

Post your assessment URLs here! (In the Discussion area, under the "Discussion" tab)
include component="comments" page="Assessment_Opportunties_and Options" limit="30"