Sunday, May 24, 2015

Sherron Gaughan Summative Assessment Project

DIGITAL PASSPORT SUMMATIVE ASSESSMENT

Project Description
The 5th graders participated in Digital Passport this year. It is an online interactive learning tool for grades three to five that teaches and tests the basics of digital safety, etiquette, and citizenship. Students learned foundational skills from games and videos. In each module students had to play and game and pass with a score of at least 60%, otherwise they had to do the game over. Each week I could check on the student's progress completing the modules, as well as their score for each module. Digital Passport’s modules are tied to both the Common Core State Standards for English Language Arts and to ISTE’s National Educational Technology Standards for Students (NETS•S).


I created a Curriculum Map in Mastery Connect that included all the ELA and ISTE Standards covered through Digital Passport. For each unit (module) I added the corresponding ELA standards and manually added the ISTE standards. From the Curriculum Map I created a Tracker in Mastery Connect for 5th Grade Digital Passport. I also added Resource Pins in Mastery Connect from Common Sense Media’s Digital Literacy and Citizenship Curriculum designed to provide learning beyond the Digital Passport lessons.


I then created a Digital Passport Summative Test using Socrative. This way I could assess their understanding of the vocabulary and learning outcomes from each module after they had completed all activities in Digital Passport.



Digital Passport Modules

Communication: Twalkers
Students learn why it's important to avoid multitasking with a cell phone. They consider the benefits of focusing on one task at a time.
Students will:
  • learn that cell phones are powerful, convenient tools for communication.
  • identify situations in which using cell phones can be rude or distracting.
  • reflect on the benefits of focusing on one task at a time.

Privacy: Share Jumper
Students evaluate examples of online messages. They decide what information is appropriate to share and when. Students are also reminded that nothing is truly "private" or "erasable" online.
Students will:
  • reflect on the benefits of sharing online, while acknowledging that information can spread fast and far.
  • classify information that should be kept private online.
  • predict the effect that an online post or message might have on someone's reputation.
Cyberbullying: Evolve
Students make choices about what to do if they or their friends are cyberbullied. They are encouraged to "evolve" into an “Upstander” – someone who takes action to stop cyberbullying, rather than standing by.
Students will:
  • compare different forms of cyberbullying and the roles of those involved.
  • interpret scenarios that illustrate how targets of cyberbullying feel.
  • identify ways to be an “Upstander” when cyberbullying occurs.

Search: Search Shark
Students learn how to choose effective keywords for searching online. They practice selecting keywords that are most relevant to a search prompt. Along the way, students discover hints for narrowing their search results.
Students will:
  • learn how keywords can help them find information online.
  • evaluate keywords for their relevance and helpfulness.
  • practice identifying the most effective keywords for different search scenarios.

Creative Credit: Mix-n-Mash
Students remix media content to create a new creative piece. Along the way, they give proper credit to the artists whose images and sound clips they use.
Students will:
  • learn about copyright, credit, and plagiarism and apply it to their own creative work.
  • reflect on the ethical importance of giving credit to others for their work.
  • determine how to receive credit for their digital creations.


Project Description Video



Standards Addressed

ISTE Standards for Students #5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship

Authentic Assessment

Students have an urgent need to understand digital citizenship and their digital footprint in the connected world they live in. They are online for personal and school reasons and need to know the responsibilities and etiquette of the digital world. Once in middle school, students have their own device, as well as a smart phone. They need to be explicitly taught how and when to communicate formally and informally. Showing respect for the ideas and opinions of peers and adults they collaborate with online is very important. Students need to know that there are trusted adults that they can talk to concerning cyberbullying. Safety and information privacy also need to be addressed. There are many benefits to sharing online, but students need to understand their digital footprint and how it can affect their reputation. How to conduct an effective keyword search is another important skill. Consequences resulting from plagiarism and copyright infringement need to be explained as they create their own learning. These are all life skills students need to acquire so they can successfully function in the adult workplace. Questions posed in this assessment deal with real life situations where students have to make digital citizenship decisions on a daily basis.


Project Reflection

Rick Womeli’s words of wisdom, that formative assessments have the greatest impact on student learning, yet teachers focus most of their time on summative. The students and I enjoyed participating in the  formative assessments such as Kahoot and Pear Deck, we both learned a lot because feedback can go both ways! In the Five Musts for Mastery from Daniel Pink, he listed the importance of Creativity and Play. The students were very engaged in “playing’ Kahoot and Pear Deck even though it was a test! They wanted to make up their own Kahoot quizzes to test each other too. These are assessments FOR/AS learning. Tests are usually not framed as a learning experience, just as a way to evaluate and sort students. I liked the way summative assessments were described as the end of learning compared to standards. Standards are needed ensure that students develop the skills they need to compete globally. Uniform standards about what students should learn sets clear expectations for the students and the teachers. It helps prevent gaps in what is taught. An additional Womeli insight was when he talked about "the hidden curriculum." It’s all the information that society demands we teach: taking a test, studying for a test, working ethically, and "playing the game of school". But this only works for white, middle class kids with college educated parents, not anybody else! In the Science Leadership Academy video, the principal commented that the kids don’t need to figure out the game of school, they just need to focus on learning. I can see that the “hidden curriculum” is really an equity issue for schools.


Another one of the Five Musts for Mastery from Daniel Pink was Student-Centered Learning. The more teachers can shift from a teacher-centered class to a student-centered one, the more students will naturally engage. That is why I would like to see teacher evaluation based on the five characteristics of meaningful learning environments from the Florida TIM Matrix. (Characteristics of Learning Environment: Active - Collaborative - Constructive - Authentic - Goal Directed) The focus is on the students and their learning instead of the teacher and their technology abilities. It’s an important mindset change. Rubrics help teachers understand the criteria and level of performance of their students, as well as for themselves! It's learning to DO, not just know. The great thing about rubrics is that they are descriptive and not evaluative. The guiding principle is that you match the performance to the description rather than "judge" it. It encourages a growth mindset.





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