Student-generated Digital Artefacts W Ng
Transcript of Student-generated Digital Artefacts W Ng
Student-generated digital artefacts
Associate Professor Wan Ng
School of Education
University of Technology Sydney
Email: [email protected]
2015 Assessment in Schools Conference
Quick survey
What types of digital artefacts do your students
create for assessment?
Survey link at:
https://www.surveymonkey.com/r/QZKNB2Q
Use of Digital Technology for Assessment:
Purposes
1. Assessing different types of learning outcomes, for
example knowledge acquired
lower order understanding
higher order analysis and synthesis; creativity
Multimodal affordances of technology allows for
different means of conveying understanding
Mode of
representationLearning activity
Examples of digital technology/software enabling
learning or creating
Written
Written essays and reports Word, Pages
Worksheets; surveys; quizzes Word, Pages; SurveyMonkey; Quizlet; QuizCreator;
Polleverywhere
Research-based projects Word, Pages; Internet search for information
Verbal Oral presentations Audio/video recording; podcasts
Visual
Drawings/figures Drawing software e.g. DrawPlus, SmartDraw; Artrage;
AutoCAD; Sketchbook Pro; ChemSketch; digital
camera to capture pictures as figures
Concept maps (could be multimodal) Inspiration; Kidspiration; iMindMap, FreeMind
Tables and graphs Excel; Numbers
Animations/simulations
(these are multimodal)
Flash, java applets; simulations/animations resources;
GoAnimate; Scratch; AdventureMaker
Presentations (could be multimodal) PowerPoint; Keynote; Prezi; Fotobabble; timeline
creation tools e.g. TimeToast; Dipity
Embodied Role play; drama (these are multimodal) Digital video recorder; digital camera
Spatial 3D models; location-based assignments GPS; visualization software e.g. JMol, VISBARD;
Molekel;
Multimodal
Experimental or project work; reporting Word/Pages for text; Excel/Numbers for graphs; digital
camera capture results; video recorder to record process
Concept development Range of subject specific software online and offline
Use of Digital Technology for Assessment:
Purposes
2. Assessing learning processes which have previously been
difficult to capture, for example:
contributions to group work - wiki; discussion forums
metacognition through reflection – blog, online journal
analytics
Use of Digital Technology for Assessment:
Purposes
3. Streamlining assessment administration processes, for
example:
using Gradebook for submission and distribution of work
for grading, annotating submission through Turnitin
4. Enhancing teaching through feedback, for example:
using online quizzes (with or without feedback) for regular
formative assessments
Examples of online quizzes – Quizlet; Socrative; ProProf
online peer or self-assessment
Examples of digital artefacts and toolsCreation Examples of Tools
Presentation PowerPoint; Keynote; Prezi
Online poster (glog) Glogster; Piktochart
Collaborative work GoogleDocs/Spreadsheets;
Collaborative (wiki) Wikispaces
Collaborative (blog) Blogster
Video (vodcast; digital story) Screenr; Community clips; iMovie; MovieMaker;
Concept map; Mind map Inspiration; Popplet;Mindomo; Coggle; iMind Map;
FreeMind
Digital comic or animation GoAnimate; Adventure Maker; Comic life; Powtoon;
Scratch; Moovly; Bitstrip
Timeline Dipity; TimeToast
Website Wordpress; Weebly; Wix; Yola; Zunal (for webquests)
eBooks iBooks Author; StoryBird;
Architecture/engineering design SketchUp
Others Fotobabble;
ePortfolio Mahara; websites
Underpinning learning theories for use of
digital technology for learning
Constructivist (Piaget; Bruner)
Individualised, active interaction with learning materials and internalisation of knowledge
Social constructivist (Vygotsky)
Social interactions and dialogues with peers and/or teachers
Externalise knowledge
Constructionism (Papert)
Students learn better if they build an artefact for the public to view
Embrace constructivist learning theories
Student generated digital artefacts
Demonstrate knowledge acquired – understanding and
application
Foster development of creativity
Develop digital literacy
How should student-generated digital artefacts be
assessed: What assessment criteria are suited for the
assessment?
Assessing student-created glogs
In groups of 2-3, assess two glogs (life cycle of a
butterfly)
oHalf the group use criteria (non-rubric)
oHalf the group use a rubric
Assessing glogsLIFE CYCLE OF A BUTTERFLY (Year 2,3,4)
1. http://edu.glogster.com/
2. Username: [email protected]
3. Password: LIST2
4. Click on Glogpedia
5. Type in ‘life cycle of a butterfly’ in glogpediasearch
6. Scroll to bottom right to find these 2 glogs:
Butterfly Life Cycle by MrFritzen
Butterfly Life Cycle by lbm003
MrFritzen
lbm03
Primary Pre-service teachers assessment
Class 1 Class 2 Class 3
Rubric Non-Rubric Rubric Non-Rubric Rubric Non-Rubric
14 13 12 11 12 12
Marks for MrFritzen/20 (average of 4 groups)
Marks for lbmo/20 (average of 4 groups)
Class 1 Class 2 Class 3
Rubric Non-Rubric Rubric Non-Rubric Rubric Non-Rubric
18.5 15 16 15 18 16
Assessing student-created artefacts
Assess glogs (online posters)
What would be the criteria that you would
use
Primary Pre-service teachers: Assessment
criteria for glogs (asked for 5-6 criteria)
Class 1 Class 2 Class 3
1. Evidence of research
2. Spelling/grammar
3. Images (appeal)
4. Layout
5. Relevance??
6. Accurate information
& correct
terminology
1. Content
2. Creativity
3. Visually appealing
4. Use of Technology,
videos & hyperlinks
5. Variety of modes
6. Layout/sequential
7. Correct use of language
1. Presentation
(aesthetics)
2. Communication
(language used)
3. Visual/Use of images
4. Functional use (easy to
use)
5. Multimodal
6. Referencing
7. Engaging
8. Information related to
topic
Assessment criteria Bubaš, G., Ćorić, A. and Orehovački, T. (2012) ‘The integration and assessment of
students’ artefacts created with diverse Web 2.0 applications’, Int. J. Knowledge
Engineering and Soft Data Paradigms, Vol. 3, Nos. 3/4, pp.261–279.
accuracy of presented information – relevant and trustworthy sources for facts
provided in the project
content quality – clarity, conciseness and novelty of written information
grammar, spelling and punctuation
originality in thinking (personal contribution) – synthesising of gathered information
draw new conclusions or construct new meanings
organisation and presentation of information – how well the text is organised and
presented on the project page
illustration through multimedia (video, image, sound, etc.)
general quality of supporting artefacts having in mind all the above-mentioned
elements.
[Each of the listed criteria was rated on a scale from 1 (one) to 5 (five)]
Thank You