C.I.A. Approved? Creating and Implementing Collaborative, Innovative and Authentic Assessments.
Participate and share : Poster
Tuesday, June 25, 4:00–6:00 pm
Location: Posters: Level 4, Terrace Ballroom Lobby, Table 36
Can assessments be collaborative, innovative and authentic? Learn how to create and implement innovative and interactive assessments that you will enjoy sharing with your students while gathering authentic information about what your students are learning. Discover how to use various tech tools to make the assessment process meaningful for everyone.
|Audience:||Coaches, Teachers, Professional developers|
|Attendee devices:||Devices useful|
|Attendee device specification:||Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||Participants might want to have free accounts for the following interactive apps:
Quizizz or Kahoot
A Google account is also highly suggested as several G Suite apps (Forms, Slides, Docs, Keep, and YouTube) will also be demonstrated.
|Focus:||Digital age teaching & learning|
|Subject area:||Music, Performing/visual arts|
|ISTE Standards:||For Students:
Purpose of this session:
This proposed session will introduce attendees to a variety of assessment strategies that can be used in all types of music classes grades K-6. Although the focus of this session will be primarily on assessments that can be used with instrumental music students, all attendees will gain knowledge about how to create and implement innovative assessment tools.
Objectives of this session:
Session attendees will:
1. Understand the criteria that makes assessments Collaborative, Innovative, and Authentic.
2. Learn about a variety of tools that can be used to create assessments that are Collaborative, Innovative, and Authentic.
3. Understand the importance of documenting, interpreting, sharing, and saving assessments. Learn how to create a digital portfolio.
Proposed outline of session including technology intervention, models employed, instructional activities, tools used.
1. Discussion of need for collaborative, innovative, and authentic assessments.
2. Discussion about characteristics of collaborative, innovative, and authentic assessments.
3. Discussion of importance of student self-reflection in all forms of assessments.
4. Some useful tips for creating C.I.A. assessments including making appropriate audio and video files, making templates, re-using assessments, making assessments cross-platform, and saving assessments.
5. Demonstration of collaborative assessments including teacher and student working simultaneously on an assessment. Sample attached below.
6. Demonstration of a checklist formative assessment using Google Keep with addition of student audio file.
7. Demonstration of a Voicethread assessment in which individuals can add comments regarding an ensemble performance. Also will be demonstrating Kazeina to show how to add voice feedback to assessments.
8. Demonstration of differentiated assessments using Google Forms with included graphic, audio, and/or video files.
9. "This is too much fun to be an assessment!" A demonstration with audience participation involving Quiziz and Quizlet.
10. Demonstration of assessment via the "Back Channel" using Google Slides. Audience will be able to participate on their devices.
11. "Are you serious? YouTube as an assessment tool?" Using VideoNo.tes and EdPuzzle to assess what students are learning while watching videos.
12. Don't forget to DISS (Document, Interpret, Share, Save.) A discussion about the the importance of documenting, interpreting, sharing, and saving the data that has been gathered. Demonstration of how to save assessments in digital storage systems such as digital portfolios.
I have been successfully creating and implementing interactive assessments for the past two years. I'm finding that my students are retaining more of what they are learning and that they are much more invested in the assessment process. For example, a recent assessment that my students completed which involved listening and reflection was given in an interactive format with the expectation that it would be completed outside of class. The completion rate of the assessment was 99% with only one student out of 72 who did not complete the assessment. The feedback that I received from my students both in terms of how they enjoyed the assignment as well as what specific things they were willing to try to improve our ensemble's performance showed a high level of thought.
Unlocking Musical Creativity Through Technology. Scott Watson, author. 2011. Oxford Press
Making Musical Meaning. Elizabeth Sokolowski, author. 2012. GIA Publications.
Musicianship Focused Curriculum and Assessment. Colleen Conway, editor. 2015. GIA Publications.
"Turn Your Classroom into a Personalized Learning Environment." Robin Howton. August 2017. ISTE article. https://www.iste.org/explore/articleDetail?articleid=416&category=Personalized-learning&article=