1 / 26

Alternatives to Papers and PowerPoints

Alternatives to Papers and PowerPoints. Alternatives. Amy Chase Martin Director Instructional Media. acmartin@howardcc.edu. Creative thinking may mean simply the realization that there's no particular virtue in doing things the way they have always been done.

terris
Download Presentation

Alternatives to Papers and PowerPoints

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Alternatives to Papers and PowerPoints Alternatives Amy Chase Martin Director Instructional Media acmartin@howardcc.edu

  2. Creative thinking may mean simply the realization that there's no particular virtue in doing things the way they have always been done. - Rudolph Flesch co-creator of the Flesch-Kincaid Readability Test and author of How to Write Plain English

  3. Identify what we are assessing and how • Consider learner motivation • Identify alternative frameworks for assessments • Develop a “toolkit” for creative assessments • Work in groups to apply an alternative assessment to a proposed case study Today We Will

  4. Assessment is more effective when it reflects understanding as multi-dimensional, integrated and revealed in practice over time. • Assessment requires attention to outcomes but also to the experiences that lead to those outcomes. Some Assessment Principles -from -from Nine Principles of Good Practice for Assessing Student Learning

  5. What do you currently assess?

  6. How do you assess it?

  7. Familiar to students Easy to grade – though time consuming Tools are readily available Easy to explain Why Are Research Papers and PowerPoints so Commonly Used in Assessment? Familiar to faculty

  8. Procedural • How • Using Microsoft Word, create a 2 column 3 row table. • Declarative • What/When • The earth rotates in which direction? • Theoretical • Why • Why do some people do better reading a map than having directions told to them verbally? What types of knowledge do you assess?

  9. What types of assessments do you currently use?

  10. When do you assess?

  11. Paper-based • Classroom-based • Synchronous • Formalized • Individualized Does this describe your current assessment strategy? Elliott, B. (Sept. 2008). Assessment 2.0, Scottish Qualification Authority http://www.scribd.com/doc/461041/Assessment-20

  12. Choice • Varying Learning Styles • Abundance of resources allow for alternatives • Increased motivation • Decrease cheating/plagiarism • Encourage opportunities for higher level thinking, i.e. Bloom’s taxonomy Why Offer Alternatives? Maher, A. (2004). Learning outcomes in higher education: Implications for curriculum design and student learning. Journal of Hospitality, Leisure Sport, and Tourism Education, 3 (2). http://hlst.ltsn.ac.uk/assets/hlst/documents/johlste/vol3no2/0078.pdf

  13. User-generated content • Collaborative • Architecture for participation • Openness • Student participation in generating grading criteria Would you consider? Elliott, B. (Sept. 2008). Assessment 2.0, Scottish Qualification Authority http://www.scribd.com/doc/461041/Assessment-20

  14. Type of Content • Available Resources • Scope • How much time/resources to prepare assessment? • How many students need to be assessed? • How much time to evaluate assessment? • Rubric – evaluation criteria Considerations when Selecting an Assessment

  15. “I could run but they made me walk” – student quote • Autonomy • Mastery • Performance What About Motivating Performance? See the Royal Society for the Encouragement of Arts, Manufacturers and Commerce www.thersa.org

  16. The online environment encourages collaboration and accountability. • Blogs • Wikis • E-Posters • Podcasts • Example of a blog/e-portfolio • Example of an e-portfolio • Exampleof an e-poster • Example of a wiki Blogs  Wikis  e-Posters

  17. Example –English literature project Project

  18. Application Students interpreted some of the text. “…when one sins his experience becomes failure in itself…” They also connected the scarlet A to the added W in Hawthorne’s name. Evaluation/Analysis Students evaluated some of the text, highlighting events and connecting them to representative lyrics, images, movie clips and narrative. What did project reveal?

  19. Synthesis Students used digital technologies and social media (YouTube) to create their message and share it with the world. They effectively connect the events and psyche of the author to the events and behaviors of the main character in The Scarlet Letter. What did project reveal?

  20. Count off by threes • Assemble in resulting groups • Review case study • Review 29 Possible Assessments Handout • Propose an assessment to address the requirements of the instructor Your turn!

  21. Students have been studying how to identify reliable resources for research papers. • They have reviewed books, websites, journal articles and newspapers as potential resources. • They need to demonstrate their understanding of how to identify a credible article, website or newspaper story. They should also demonstrate their ability to cite each one properly. Your Turn - Option 1

  22. Students have been studying the phases of the moon, and their relation to ocean tides. They have also been studying lunar and solar eclipses – their causes and their effects on the environment. • They need to demonstrate that they understand the relative positions of the moon, sun, earth for each phase of the moon. They also need to compare a solar and lunar eclipse and the relative position of objects in the solar system that cause these eclipses to occur. Your Turn - Option 2

  23. Students have been studying the novel “The Great Gatsby”. • They should be able to evaluate the relationships between the characters, the protagonists, antagonists and qualities of the time period. The main plot points should be identified and their implications for the overall story explained. Your Turn - Option 3

  24. Be willing to consider alternatives. • Select assessments appropriate for type of learning. • Select assessments you feel confident about and have the time to evaluate. • Select assessments that capture evidence that your learning goals are being met. • Speak to other educators and/or contact acmartin@howardcc.edu How to proceed?

  25. Other Assessment Tools Bloom’s taxonomy interactive table • http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table • http://www.scribd.com/doc/4545960/69-Learning-Adventures-in-6-Galaxies Online Rubric Generator • http://rubistar.4teachers.org/index.php Supporting Text • Angelo, T.A. & Cross, K.P (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco : Jossey-Bass Publishers. • Nine Principles of Good Practice for Assessing Student Learning Resources

  26. Head banging image - http://www.websophist.com/Head_bangHeadAgainstWall.gif • Other clip art images - Microsoft Credits

More Related