Assessment in E-Learning Week 7 Reflection

This week I thoroughly enjoyed the reduced reading and discussion component so that I could dedicate my time to finishing my final project.  I have enjoyed putting this together because it is actually something I hope to utilize one day.  Being new to my position with a partner who has run the mentoring program for 10 years, I need to tread carefully while still expressing my opinion on how an online component could be beneficial, especially in our current climate where credit is no longer offered.  While many of the tools I used this week were not new to me, I took the opportunity to explore Google Groups as a discussion board option and was excited to see the potential of the tool.  It is great to see that you can create online professional development opportunities that can work without a fancy CMS. 

I know I have much more to add to my site before it's complete and ready to roll out, but this was a great start to thinking about what teachers could use the course for.  My ultimate goal is that they will be motivated to do the work if we can connect it directly to a portfolio that has always been a component of our evaluation of non-tenured teachers.  I look forward to exploring it further.

Kim's Final Project

Assessment in E-Learning Week 6 Reflection

I felt like this week I was very focused on getting my ideas solidified for my final project. I honestly didn't feel like I needed to read all of the readings this week, and while I did read them all, I felt like they were a bit excessive for the topic. They reinforced what I know is important in the f2f classroom and in the online classroom: coaching and feedback. I was most excited to actually start pulling together my final project and am really hoping to be able to use the website I make in a modified format to run the class. The district office seemed open to it when I initially mentioned it, but we don't often take action quickly on things, so I have a feeling it will moved to the back burner. Regardless, it is helping me to flush out the ideas that are most essential for a new teacher to master in our district and that will be beneficial.

Introductory Survey

Assessment in E-Learning Week 5 Reflection

This week I throroughly enjoyed creating my taxonomy table because with a new position, this course is now a little bit more of a reality.  I don't know how much of the f2f class they are willing to transfer online, but I think that it would be a great way to allow for more flexibitily for busy first year teachers and could really allow for them to share their work and learn from each other.  I am still struggling with writing my learning objectives correctly in terms of degree, so I was very thankful for the opportunity to post my work and get feedback from my fellow students before turning it in. 

In terms of plagiarism, I think the more I require teachers to connect their assessments to the specific way things work at my particular high school, the lesser the chance of plagiarism.  Embedding the necessity of personal data results or a summary of their personal experience means that they cannot just google "differentiated instruction lesson" and use something they find online.

I am eager to continue to working on the final project and really try to use it as an opportunity to try to build a course for our new teachers next year.  We are finally hiring after 3 or 4 years of layoffs, so it's an exciting time!

Current taxonomy table for Final Project: Jablonski Taxonomy Table

Assessment in E-Learning Week 4 Reflection

This week we worked in teams to create an assessment toolbox of peer-to-peer collaboration tools, course tracking tools, reflective journal tools and test and quiz building tools.  It was an interesting experience and seemed to hit our team in a week where we all had lots going on.  I struggled with wanting to help my team and be the team leader, a role that I would normally gladly take since my Type A personality makes group work difficult for me, and focusing my energy on an interview for an Instructional Coaching position at my school.  In the end, I tried to contribute as much as possible for my team by getting my part done early and writing the introduction for the group, but directed much of my energy to preparing my presentation and questions for my interview.  In the end, I wasn't completely satisfied with my group's final product, but I got the job!  Many of my discussions in the E-Learning and Online Teaching program at Stout helped me to formulate ideas for my interview, even though it is based in the f2f classroom. 

This week's project made me think about differentiated learning in the online classroom.  I wonder if that is what is really lacking.  Without being able to see and really get to know students, it is impossible to know a lot about a students interests or learning styles.  All students complete the same assessments, with some choice involved, but group projects are mandatory and discussion boards are all written.  I wonder how online teachers approach differentiated instruction.

Link to Team Gonzo Assessment Toolbox: http://gonzogrouptoolbox.wikispaces.com/

Assessment in E-Learning Week 3 Concept Map

Assessment in E-Learning Week 3 Reflection

It was really interesting this week to see how predictions from 8 years ago came true.  Isn't it crazy how in 8 years time, it can be difficult to predict the future? It's a little scary and overwhelming that technology is moving that quickly.  It makes me a little bit afraid that I will never be able to keep up and will go from someone who is fairly tech savvy to someone who can't even turn on their TV without their kids help! (Yes, that is my parents...)
I think that the most interesting point made by one of my classmates was that mobile technology was not touched upon very much by Bonk in his 2004 article, but it seems to be at the forefront of most technology.  It will be interesting to see how the integration of Web 2.0 apps and smartphones and tablets will transform education.  I am a dedicated iPad user and it frustrates me that I cannot complete all my coursework that way because I am often times not at a computer, but always have my iPad with me and could read discussions and post more frequently if I was able to do it easily (sometimes it's possible, sometimes not) on the go.

How much should homework count?

The video below of Rick Wormeli discussing how much homework should count is something that has definitely been rattling around in my mind.  Many teachers have the mindset that hard work counts and want that to be reflected in a student's grade.  Others, myself included, feel that they are not assessing work ethic, but and understanding of ideas and concepts.  If a student has shown that they know the information on an authentic assessment, shouldn't that be their grade?  This is a hard pill to swallow because most students need that homework practice to do well and may need the motivation of points.  I definitely still give points for classwork and homework leading up to my assessments but I'd really like to scale back and make assessments be what count.  The other day I had a girl ask me about a missing assignment in our portal.  She said she had lost the assignment and did she have to redo it.  I looked at the portal and saw she got an A on the assessment on that topic, so I said, "Nope, I can see you understand Excel, so I'll excuse the assignment."  The student was shocked and I felt really good about this rational line of thinking!  I'll get there someday....