SpF

Our Wiki page for our SpF proposal.

Charts

Assessment for 21st Century
Traditional Assessment - Web-based assessment (E-portfolios)

Chart is adopted by Bobby Elliot- []

Games, animations, simulations || (exam, quiz, paper) ||  || blogs, wiki, podcasts, secondlife projects ||
 * || Assessment 1.0 || Assessment 1.5 || Assessment 2.0 ||
 * || Traditional || Computer based || 21st Century ||
 * Emphasis on || Product || Product || Process and Product ||
 * Outcome || Text || Text, audio, video || in addition to text, audio, video
 * Assessed by || Teacher || Teacher, Peer, Self || Teacher, Peer, Self, anybody ||
 * Meaning || Given ||  || Negotiated ||
 * Completed by || done alone || done in groups, peers || done collaboratively ||
 * Completed || descriptive ||  || researched/deep ||
 * Done || closed book || computer assisted || open web ||
 * Location || mostly classroom-based || computer lab || everywhere ||
 * Format || mostly paper-based
 * Focuses on || passive learning ||  || active learning ||
 * Evaluates || memorized information ||  || authentic learning experiences ||
 * Information is distributed || highly synchronised (in terms of time and place)and controlled. ||  || highly asynchronised. ||

** Assessment tools **
Assessment is the central part of teaching and learning. Teachers use a variety of assessment strategies: journaling, concept maps, e-portfolios, interactive virtual gaming, simulations, authentic problem solving, problem based projects, wiki, blogs, podcasting (interviews).

Evolution of Assessment



E-PORTFOLIOS http://electronicportfolios.org/balance/index.html The Collection or Digital Archive Repository of Artifacts Personal Information Reflective Journal (eDOL)*
 * Workspace/Process==

|| Showcase/Product== The “Story” or Narrative Multiple Views (public/private) Varied Audiences (varied permissions) Varied Purposes
 * Portfolio as **Process**
 * **Organization**: **Chronological** – *eDOL (Electronic Documentation of Learning – Crichton & Kopp (2008) [|U. of Calgary]) Documenting growth over time for both **internal** and **external** audiences
 * **Primary Purpose**: Learning or Reflection
 * **Reflection: Immediate** (focus on artifact or learning experience) - Reflection in the **present** tense

||
 * Portfolio as **Product**
 * **Organization**: **Thematic** – Electronic Portfolio documenting achievement of Standards, Goals or Learning Outcomes for primarily **external** audiences
 * **Primary Purpose**: Accountability or Showcase
 * **Reflection: Retrospective** (focus on achievement or thematic organization) - Reflection in the **past** tense
 * **Reflection: Prospective** (**Direction**) - Set goals for future learning - Reflection in the **future** tense
 * ===Procedure: on a daily/weekly basis Levels 1 & 2===
 * Integrate technology across the curriculum (generate digital artifacts to store in online repository/ digital archive)
 * Maintain a reflective journal in the form of a blog (organized in reverse-chronological order)
 * When saving items in digital archive, link to a blog entry that contains an immediate reflection on the document and/or the learning associated with an experience (such as service learning) - reflection in the **present tense**
 * Create a label or tag that categorizes the entry (with attached artifact, where appropriate) by learning standard/goal/outcome
 * Provide **feedback** to learner in the form of comments in the blog or collaborative editing (by teachers and/or peers)
 * Periodically review the collection for evidence of growth/change over time || ===Procedure: on a periodic basis (end of class/term/year) Level 3===


 * Review the blog entries and collected evidence and **Select** specific entries to demonstrate the achievement of the selected standards/goals/outcomes
 * Use the tags/labels in blog entries to review all entries that match selected criteria (generate pages within the blog)
 * **Reflect** on why the selected artifacts (with associated reflections) constitute evidence of achieving specific standards/goals/outcomes (retrospective reflection... in the **past tense**)
 * Write **future learning goals** related to specific standards/goals/outcomes (prospective reflection/**direction**... in the **future tense**)
 * Organize a hyperlinked **presentation** of evidence (with reflections)
 * **Present** portfolio to an audience (either real or virtual)
 * **Evaluate** the learner's self-assessment of the achievement of the standards/goals/outcomes that are presented (by teachers and others) ||