Digital Assessment Tools
I formatively assess students through digital technology like Plickers, Kahoot, and Poll Everywhere. Plickers (Paper clickers) is a free software tool designed like QR codes to collect students’ answers to questions. I create questions on the Plickers website (www.plickers.com) and assign each student a card number. I will read and display the question on the SmartBoard and scan the room to determine students’ answers. The answers are displayed on my device in two colors (incorrect/correct) and in graphical form. This gives me a good visual of where students excel in the curriculum and where they struggle. I also use Kahoot (www.getkahoot.com) as a whole group assessment of students’ understanding. Kahoot allows me to write questions, allows for an allotted amount of time for each question to be answered, and for students to be ranked on time and the correctness of their answer. The students are fully engaged in this activity because it’s over material they’ve all covered, there is music that is aligned with the timer, and they get instant feedback. I also get a report showing their answers to the questions at the end of the game. I use this report, which uses conditional formatting, to show me which answers are correct and which are incorrect. I love how the visual gives me feedback on what students still need to master. I’ve also found Poll Everywhere (polleverywhere.com) to be a great way to formally assess my students. For instance, I asked my students to give me an example of something that is within the hydrosphere. They messaged their answers to our classroom code. It was then displayed on our SmartBoard as a word cloud. I’ve also used Poll Everywhere in conjunction with small group discussion groups with a checklist of skills and standards students need to achieve. For instance, I first used Poll Everywhere to check to see if students understood what objects would be in the hydrosphere, atmosphere, geosphere, and biosphere. I wanted to see if they understood the definitions before we moved onto more complex tasks. The word cloud created a list of all the objects in each sphere. I then had students take words from the word cloud and create drawings showing how the four spheres would interact. The students then shared their drawings via Apple TV and the SmartBoard in small groups. I gave verbal feedback in front of the group as well as asked probing questions if I needed to.
Battling the Boss is a formative assessment strategy I use at the end of almost every level in our academic game. It's a process that allows students to prove that they understand the material covered in each level. Battling the Boss usually consists of me asking the student who has indicated that s/he is ready to "battle" one or two questions that require the student to demonstrate the skills I'm looking for them to develop in the level. If students prove that they understand the material, I let them move onto the next level. The students then put their names on the next level's poster, which is a public demonstration of each student's progress in the course. If students are not successful, they have the opportunity to do additional preparation and Battle the Boss when they have mastered the content.
A blended teacher’s personal mindsets shape her decisions as an educator. These mindsets influence general pedagogies, instructional approaches, and short-term decision making, alike. Check out how Jessi’s mindsets have helped to shape her blended instruction.
Grade Contracts are a strategy I use to assess my students' progress towards mastery of defined sets of content and skill objectives and to provide feedback on their development at the end of each level in my blended learning class. Students review the mastery requirements for each level and decide whether they will pursue an "A," "B," "C," or "D" contract; in so doing, they understand and commit to what they must know and be able to do in order to earn the letter grade of the contracts they have chosen. Grade Contracts eliminate the superficiality of number grades on individual assignments and focus my students' attention on authentic demonstrations of mastery over time. This strategy also empowers my students to challenge themselves and to monitor and take responsibility for their own learning, which is an essential mindset shift in my largely self-paced class.