CCSD21 Technology Team Wiki
Any assessment marked with a *** is ready for prime-time!
Based on the individual analysis of the curriculum done by the iTech teachers throughout School District 21, three areas have been selected for the initial development of assessment tools. These tools are being designed to help focus instruction, ensure that individual students are learning what is expected of them, and to determine across an entire group of students, school, and the whole district the areas in which we need to further refine the curriculum and/or improve instruction.
PLEASE NOTE--All of these documents are works that are still being constructed and developed. None are being used with students at this time. We are making them publicly available though to ensure that our process is open and transparent and to model the appropriate use of a wiki.
PLEASE NOTE--All of these documents are works that are still being constructed and developed. None are being used with students at this time. We are making them publicly available though to ensure that our process is open and transparent and to model the appropriate use of a wiki.
iTech Teachers--Please sign up for the area in which you will be working during the Summer of 2009. Please post text, links, and documents under the appropriate grade level and within the appropriate content strand as you work. Please feel free to comment on the work of other areas throughout the summer, too.
Presentation Skills--Lead Teachers: Meghan, Jill, Janet, Linda S.
Presentation Skills--Lead Teachers: Meghan, Jill, Janet, Linda S.
Grade 3
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This document can be used with students to help assess their understanding of initial content/concept or to assess their understanding of how to organize content. (JZ)I am working in the translation to Spanish of this docucument for those of you with biligual students. (rk)
This rubric incorporates the concept mapping skills that Jill posted. I wondered whether a separate rubric for concepting mapping documents would be useful--not sure it would be part of the "presentation area". I was thinking that additional concepts could be added or deleted from this spreadsheet to match the objectives that the teacher would view as an instructional focus. This rubric takes into account many of the presentation concepts listed below as well as the format of the rubric that the group designed for grade 5--see presentation rubric revised2. Naturally, it needs revision. (Janet)
I played around with the style of the rubric for 3rd grade. I was also wondering why the 3rd grade and 5th grade rubrics were so different?? I think the category areas should be similar/the same in 3rd and 5th grade, does anyone agree? The skills accomplished can be different, but the categories can be the same? I will look at the categories next, I think Janet made the same observation above. I was just working with the formatting on this version. I am used to making rubrics in MS Word, so working in excel is a bit different. Once you figure out how to accomplish tasks like merging cells, it gets easier! I like having the students and the teachers have input in the score. I am not sure if we need this column for all of the rubrics, but I have found self-reflection useful with the unit projects I have led.IF teachers move to entering the scores on the electronic copy, then I was thinking a teacher could use merge to put the name of the students at the top. Then, teachers could also enter the values in the total column and excel would add up the total at the bottom. Should we be calling the last column total "points"? Or just leave it total incase teachers are not going to give it a grade or points?? Obv. each rubric can be tailored to the project. We want this to be versatile so it can be adjusted to all projects.
I called the file name Gr3....ver1, if anyone updates the file just update the version number! Meghan
I made some changes to the rubric combining Jill's and Janet's versions. I think we can adapt for 3rd and 5th grade students. I tried to make sure we had everything from the Skills Self-Assessment in the Rubric. Let me know what you think. I called this one version 2. MeghanGreat Job, Janet what a great rubric to start. I think all the categories are very detailed. Just a thought: Do we want to add "Text Elements"? (appropriate text length, use bold,indentations, colors to enhances readability, appropriate headings match text). I guess that is kind of covered in the "Content" category. I would also have a hard time assessing my studnets in the "Building the Presentation" section. I am constantly repeating, modeling, and clarifying how to do the skills. If I show the whole group many need me to show them indiviually, also. For many of the studnets this is their first exposure to the skills/application. My suggestion to the group would be to move this category to 5th grade. What do you all think??? Final thought... do we want to add a category for research/notetaking or preproduction planning? (Karen)
Wow! What great ideas! I wondered how you recommend using the student score in coordination with the teacher score? Adding a category for research/preplanning sounds like a good idea but as this task is often shared with the classroom teacher and the LMC/Tech staff would they need to collaborate in order to grade that component? In my case, this would probably be necessary and not very easy to do. Placing such a category into the rubric but making its use optional may be a viable solution. I don't know what descriptors would be appropriate...does someone have another idea? (Janet)
GOOD question Janet, I was thinking maybe you could average the 2 scores? Or you can use the teacher score and just use the student score to see how they think they did, more like self reflection. Most of the times I have used the rubric, students are HARDER on themselves. Only once did I have a student give them self a %100 when they deserved more like an %80. I think I would leave the research preplanning as an option, but not on every one. I like having a "bank" where pple can build there own rubric based on the individual project. Meghan
Is there a need to create this rubric in Spanish? (rk)
Is there a need to create this rubric in Spanish? (rk)
I took Janet's 4th grade multimedia self-assessment and adjusted it to presentations (Thanks Janet, I loved the format!). My question is...do we need a "score" like the 1,2,3 or should we move to a √, √+, √++ format? I am not quite sure. Also, should we put in "meet, does not meet, exceeds" wording somewhere?? That is the same wording we use on report cards. I am trying to use some consistency when it comes to assessment. Could this be a self-assessment to start and then the teachers uses it for an assessment tool later? Feel free to make suggestions or changes. I think this can be used for 3rd, 5th, and probably even 8th grade if we wanted to add a few more lines. I left a blank line in case a student wants to add in something else they can accomplish!! Meghan
I liked the student self-assessment of skills documents (Thanks Janet and Meghan). However, I made a few changes. I took off "score", and added a teacher observation column. Teachers can document how many times they help or show a studnet how to do a skill. I know observation tallies are time consuming, but sometimes very helpful when talking with parents. I also think it would be great to give this at the begining of the semester and at the end. As for keeping score, I do not think it should be scored. That always influences the students answers. Instead it should be a comparision between the begining and the end of the project or unit. But I left 1, 2, 3 because I could not think of a better descriptor. Maybe... could we use "developing and secure" like the math checklists??? (Karen)
I really liked the teacher observation column addition. But I would agree that it would be challenging for the classroom teacher or itech teacher to accurately tally these skills for each student. I am not sure about the score being used as a "grade" for a grade book, but I do think it is a useful measure of the student's independence level--more of a formative assessment tool than summative. One other issue deals with the use of this tool with various programs as some programs do not offer the features that are identified on the checklist. Until we have a clearer notion of what and when students need to exceed/meet/does not meet each of these skills and can communicate that to the students and staff, I would be reluctant to add that to this self-assessment. (Janet)
(Meghan) At the data retreat, were looking at some student friendly math/reading rubrics for the ISAT tests. I just thought they may be good to look at, to see if we can simplify ours...
Grade 5
I lost track of who did the presentation rubric. I like it. I went in and created a new one and just changed the individual work to group work. We do a lot of group podcasts so I thought teacher's would like a group one as well. Not much changed, but it would fit our needs well. (Amy)
Grade 8 - Erica
The presentation skills rubrics are well-documented here. But I also like to keep the student audience and student viewers on task and responsible for actively listening and viewing presentations, iMovies, podcasts, and digital stories. I use the following rubrics for students viewing and listening to presentations either as a large audience or by themselves. (Linda S.)
Here are a couple I've given to teachers to use with podcasts. I'm not sure if they go here or in the multimedia section. The last one was created using Power Standards and the teachers were appreciative of this for obvious reasons!(Laurie)
Multimedia Skills--Lead Teachers: Jill, Janet, Linda S.
Grade 4
Karen- Nov. 09
Karen- Nov 09
As I mentioned earlier, we do a lot of group work. With that said, I added verbage in the communication skills section about transitions between different speakers. (Amy)
This document can be used to assess iMovies other other video/multimedia products. (JZ)
This rubic is based upon the grade 5 presentaton rubric because it was writen by a group and because it is one way to promote consistency among similar products (presentations and multimedia). Many of the concepts that are in the communication skills document and the media rubric posted by Jill are incorporated into this document. Naturally, it needs revision. (Janet)
This might be revised for use with students at seventh grade or edited to be used as a skills self assessment for presentations. (Janet)For our "Analyze an Assessment" work - at the elementary level, classroom teachers can use this as a checklist during the production process to assess students' skills as they work. They can communicate the results with the itech teacher and use it for grouping students for future projects. (Jill, Tracy, Erica, Laurie)
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For our "Analyze an Assessment" work - we talked about using this as a self assessment for middle school students. Teachers can group the students homogeneously or heterogeneously based on these results and then reassess students at the end. Their growth or lack thereof of these skills can result in future mini lessons/advisory lessons for small groups of students. (Jill, Tracy, Erica, Laurie)I use the following rubrics with iMovie and Powerpoint digital storytelling projects. Of course, I usually change them to more closely reflect the projects, but they are a good starting point. Some of you may have heard Meg Ormiston speak at one of the many technology conferences we attend. (Linda S.)
For this digital story rubric, we would use have the students check in after the planning process is complete and evaluate them using the planning section of the rubric. Teachers can reteach or provide mini lessons before students move on to the next step of the project. The wording in the rubric needs to be edited for ease of student understanding - need PDF pen to edit. (Jill, Tracy, Erica, Laurie)
Grade 7 Lynn & Linda
As the purpose of technology is to be integrated into the curriculum, we designed this rubric so that teachers can add the technology piece to their unit, subject or content assessment piece. We've included imovie (digital video), podcast, wikis and blogs.
Added Comic Life to the original assessment. 
Internet Safety--Lead Teachers: Penny (contributing teacher--Janet, Novak, Jill)
Grade 4
This link takes you to an Atomic Learning Project to make an Internet Safety poster using Word 2007 or Comic Life. Members can download a project resource guide. On page 17 there is a Reflection Summary and on page 18 there is a rubric that can be used to evaluate the project (self evaluation or teacher evaluation), The content for the poster would need to be developed in another way, Atomic Learning Poster Project (Janet)
I also found another rubric from RubiStar that might work for the poster idea. (Penny)
Article from Solar makes some interesting points about internet safety assessment (Janet)
(Janet)Internet Safety Assessment - 4th Grade (KN)
Quia - 10 Question Quiz
Comic Life - Internet Safety (KN)
Kathy-I like this. What kinds of pictures are the kids importing into Comic Life? (Amy)
I liked your Comic Life Assessment too Kathy. I edited it and used it for my 5thgrade students when they studied Solid, Liquid, Gases.(Jill)
Internet Safety Resources K-12 (KN)
I.S. Resource
Internet Safety Simulation - ATT - Here, students may make choices about what possible issues can occur online. I have used this with small groups or in pairs for students who are struggling readers or second-language learners.(JZ)
SafeKids.com - Students can take a short quiz to assess their understanding of some of the risks of online behavior such as chat rooms, online invitations, giving out passwords or personal information, etc. As this is reading intensive, it can be done as a whole class or even small group exercise to assess or pre-assess an internet safety lesson. (JZ)
NetSmartz Kids
There is so much information on this site. There are situation cards that describe real situations and students have to apply their knowledge of internet safety to respond to the situation. This evaulation can be differentiated for ELL students by making it multiple choice answers instead of open ended. A great small group evaluation as well. (Amy)
I also like a couple of activities from here. I have a few of the activities listed below. I think you can ask what the message of the activity was (safety message is listed with the activity) as the exit slip. (Penny)
(1st-2nd) Message: Don't give out your personal information. It can be spread around very easily.
I have paired this with the game 2 Truths and a Lie where students each get a notecard to write down 2 things about themselves that are true and one that is a lie. Then the person reads off all three statements and the other students guess which is the false one. I always start with myself as an example. (3rd-4th) Message: Don't trust the people you first meet on the Internet. They don't always tell you who the truth about who they are.
I particularly like the introduction to this lesson. It makes a big impact. (5th-8th) Message: Once you put something out online, you can't ever get it back. Also, there can be consequences to what you post online. **This one would probably go well with Laurie's You Can't Take It Back lesson.
Based on an activity discussing pos./neg. uses of the internet such as: Skype, search engines, wikis, Craig's list, ebay, google images, facebook/myspace, NeoPets etc. Students will have the opportunity to share what they have learned about the positive uses and the possible dangers they may face when using the sites above. Students are not limited to these sites, but these are the sites that are most commonly discussed. (Amy)
This should get at the root of if some of the younger students have picked up on important ideas. I used Amy's format so that everything was consistant, and I broke it down into 3 slips to make is less overwhelming for the little ones. (Penny)
I have used Hector's World with my 2nd and some of my 3rd grade classes this year. I found this at one point to hand out after all of our conversations. I translated it into Spanish as well so that the two languages were on the same page for easier reading for the parents of my student population. I'm sure we could get it translated into Russian and Polish as well if this is something that we would find helpful. (Penny)
Great Ideas! I really like the web site suggestions and the exit slips. What we have done in the past is have the students use the "Internet Safety" pages from Whitman's web site. http://www.whitman.ccsd21.org/studentresources/isafe.html They use the links to research "online safety tips" and create a list of rules that they think are most important for safety on the internet. The younger students used pixie to type one of their rules and illustrate it. The older students made safety posters and did some role playing scenerios.
A suggestion for the older students is to bridge internet safety with presentations and/or multimedia skills. The students could create a presentation about internet safety. Some slides might be titled: "Why Do We Use the Internet?", "Dangers on the Internet", "Internet Safety Rules", Warning Signs there Might Be Trouble Ahead on the Internet", "How Can My Family Make Sure I am Safe on the Internet". This could be a simple 4-5 slide presentation or each title slide could have 2 or 3 supporting slides. For example, "Why Do We Use the internet?" could be a title slide then the next 3 slides could go into further detail (1- information 2- communication 3- entertainment).
OR- 5th grades could create a service announcement (podcast) about internet safety. Each studnet could "teach" others about their subcategory within internet safety. For example, one studnet might focus on "Parent's Role and the Internet" or another student might explain and give example of vocabulary (What is IM, Facebook, SPAM, Cyberbullies?).
It would also be great to have the studnets work in partners. Each team must create a powerpoint/keynote presentation and a podcast to share. However, it might take forever to complete both projects. Does any of this make sense??? Sorry if these ideas were already suggested. (Karen)
Internet Safety True False sheet
Grade 7 Laurie
The following curriculum materials originated from http://www.nsteens.org/. Some materials have been revised. (Laurie)
The following curriculum materials originated from http://www.nsteens.org/. Some materials have been revised. (Laurie)
Overall plans for teaching students some of the pitfalls of social networking and texting.Click to download the Broken Friendship videos available in both English and Spanish.
Click to download the You Can't Take It Back videos available in both English and Spanish.
Click to download the Terrible Text videos available in both English and Spanish.
AUP - Rules for the Ride
AUP Lesson Plan
Okay...so this is the next thought going through my head, but I'm still working it out. What if we developed a round robin activity on the computers about Internet safety. It would certainly tell us if the kids know the information....maybe not one on one, but collectively as a group. If we gave them certain scenerios and then 5 minutes the first two rounds and 2 min. afterwards. This could either be a good culmination or a good springboard activity. Below is one for 5th grade. Tell me what you think...
For 8th grade I was thinking about some ethics questions about social networking and giving out misinformation about yourself, but I wasn't really sure what the MS teachers would want to see about those topics or others. Please give input or pull down the others and revise for 8th grade.
(Penny)
I know we had these areas of focus for our curriculum review, but I didn't want to lose sight of one of the basic skills we teach: Word Processing. I found this Word Processing Self Assessment checklist while searching for technology assessments.
I am going to modify it according to grade level and have students self assess their work. I am also going to offer the checklists to teachers to use with classroom assignments.
Source:http://www.d.umn.edu/kmc/student/loon/acad/computer/word.html
Here is my modification:
Laura
Janet, Meghan, Kathy, Linda /groups/tech21/search/index.rss?tag=hotlist/groups/tech21/search/?tag=hotWhat’s HotHotListHot!?tag=hot8/groups/tech21/sidebar/HotListjasonkleinJason Klein2010-07-02 01:46:23+00:002010-07-02 01:46:23updated49jasonkleinJason Klein2010-07-02 01:31:20+00:002010-07-02 01:31:20updated48jasonkleinJason Klein2009-03-03 14:59:34+00:002009-03-03 14:59:34updated47janetbeyersdorferJanet Beyersdorfer2008-12-08 20:46:17+00:002008-12-08 20:46:17updated46I have attached materials for delivering instruction regarding hoaxes using the C. Clementi site.janetbeyersdorferJanet Beyersdorfer2008-12-01 17:08:39+00:002008-12-01 17:08:39updated45janetbeyersdorferJanet Beyersdorfer2008-12-01 17:03:56+00:002008-12-01 17:03:56updated44janetbeyersdorferJanet Beyersdorfer2008-12-01 17:02:30+00:002008-12-01 17:02:30updated43janetbeyersdorferJanet Beyersdorfer2008-12-01 16:24:42+00:002008-12-01 16:24:42updated42janetbeyersdorferJanet Beyersdorfer2008-12-01 16:22:21+00:002008-12-01 16:22:21updated41janetbeyersdorferJanet Beyersdorfer2008-12-01 16:00:09+00:002008-12-01 16:00:09updated40ericashidleErica Shidle2008-11-19 18:38:02+00:002008-11-19 18:38:02updated39jasonkleinJason Klein2008-10-29 12:33:34+00:002008-10-29 12:33:34updated38jasonkleinJason Klein2008-09-21 23:44:25+00:002008-09-21 23:44:25updated37How are we going to assess what students know about Internet Safety?jasonkleinJason Klein2008-09-20 01:04:52+00:002008-09-20 01:04:52updated36rosakuhnRosa Kuhn2008-08-13 16:04:08+00:002008-08-13 16:04:08updated35karenboborciKaren Boborci2008-08-13 14:51:19+00:002008-08-13 14:51:19updated34pennyjackPenny Jack2008-08-13 14:44:47+00:002008-08-13 14:44:47updated33rosakuhnRosa Kuhn2008-08-13 14:40:56+00:002008-08-13 14:40:56updated32meghanbaskervilleMeghan Baskerville2008-08-13 14:39:54+00:002008-08-13 14:39:54updated31janetbeyersdorferJanet Beyersdorfer2008-08-13 14:38:53+00:002008-08-13 14:38:53updated30lindasmithMrs. Smith's Class Blog2008-08-13 14:38:39+00:002008-08-13 14:38:39updated29lindasmithMrs. Smith's Class Blog2008-08-13 14:36:33+00:002008-08-13 14:36:33updated28lindasmithMrs. Smith's Class Blog2008-08-13 14:33:39+00:002008-08-13 14:33:39updated27lindasmithMrs. Smith's Class Blog2008-08-13 00:10:08+00:002008-08-13 00:10:08updated26jillzieglerJill Ziegler2008-08-12 19:38:52+00:002008-08-12 19:38:52updated25janetbeyersdorferJanet Beyersdorfer2008-08-12 19:37:52+00:002008-08-12 19:37:52updated24lindasmithMrs. Smith's Class Blog2008-08-12 19:36:21+00:002008-08-12 19:36:21updated23janetbeyersdorferJanet Beyersdorfer2008-08-12 19:28:48+00:002008-08-12 19:28:48updated22jasonkleinJason Klein2008-08-12 19:28:22+00:002008-08-12 19:28:22updated21jasonkleinJason Klein2008-08-12 19:24:15+00:002008-08-12 19:24:15updated20lindasmithMrs. Smith's Class Blog2008-08-12 19:20:52+00:002008-08-12 19:20:52updated19lindasmithMrs. Smith's Class Blog2008-08-12 18:46:41+00:002008-08-12 18:46:41updated18lindasmithMrs. Smith's Class Blog2008-08-12 18:46:15+00:002008-08-12 18:46:15updated17lindasmithMrs. Smith's Class Blog2008-08-12 18:39:18+00:002008-08-12 18:39:18updated16lindasmithMrs. Smith's Class Blog2008-08-12 18:35:28+00:002008-08-12 18:35:28updated15lauranewcomerLaura Newcomer2008-08-12 18:33:27+00:002008-08-12 18:33:27updated14kathynovakKathy Novak2008-08-12 18:33:09+00:002008-08-12 18:33:09updated13kathynovakKathy Novak2008-08-12 18:31:52+00:002008-08-12 18:31:52updated12lindasmithMrs. Smith's Class Blog2008-08-12 18:28:04+00:002008-08-12 18:28:04updated11lynnswansonWebsite of the Week2008-08-12 18:18:09+00:002008-08-12 18:18:09updated10lindapettyLinda Petty2008-08-12 18:12:37+00:002008-08-12 18:12:37updated9lindapettyLinda Petty2008-08-12 18:12:02+00:002008-08-12 18:12:02updated8lindasmithMrs. Smith's Class Blog2008-08-12 18:09:36+00:002008-08-12 18:09:36updated7ericashidleErica Shidle2008-08-12 18:08:00+00:002008-08-12 18:08:00updated6ericashidleErica Shidle2008-08-12 18:07:21+00:002008-08-12 18:07:21updated5jasonkleinJason Klein2008-06-06 13:53:49+00:002008-06-06 13:53:49updated4Added tag - hotjasonkleinJason Klein2008-06-06 13:24:55+00:002008-06-06 13:24:55addTag3jasonkleinJason Klein2008-06-06 13:24:33+00:002008-06-06 13:24:33updated2First additionjasonkleinJason Klein2008-06-06 13:22:04+00:002008-06-06 13:22:04created1wiki2010-07-02T01:46:23+00:00groups/tech21/wiki/6cab1FalseInternet Safety/groups/tech21/wiki/6cab1/Internet_Safety.htmlJason Klein49 updatesInternet Safety
Internet Safety, as mandated by law in the State of Illinois for grades 3 and up, is taught in all grades, Kindergarten through eighth grade.
M...Falsejasonklein2010-07-02T01:46:23+00:00jillzieglerJill Ziegler2010-02-11 20:44:30+00:002010-02-11 20:44:30updated21jillzieglerJill Ziegler2010-02-11 20:42:59+00:002010-02-11 20:42:59updated20janetbeyersdorferJanet Beyersdorfer2008-12-08 20:47:40+00:002008-12-08 20:47:40updated19rosakuhnRosa Kuhn2008-11-04 17:09:42+00:002008-11-04 17:09:42updated18lindasmithMrs. Smith's Class Blog2008-10-31 18:31:19+00:002008-10-31 18:31:19updated17lindasmithMrs. Smith's Class Blog2008-10-29 20:30:16+00:002008-10-29 20:30:16updated16lindasmithMrs. Smith's Class Blog2008-10-29 20:25:15+00:002008-10-29 20:25:15updated15janetbeyersdorferJanet Beyersdorfer2008-10-29 20:24:21+00:002008-10-29 20:24:21updated14jasonkleinJason Klein2008-10-29 12:34:21+00:002008-10-29 12:34:21updated13meghanbaskervilleMeghan Baskerville2008-08-13 16:50:11+00:002008-08-13 16:50:11updated12meghanbaskervilleMeghan Baskerville2008-08-13 16:49:12+00:002008-08-13 16:49:12updated11meghanbaskervilleMeghan Baskerville2008-08-13 16:47:53+00:002008-08-13 16:47:53updated10meghanbaskervilleMeghan Baskerville2008-08-13 16:45:08+00:002008-08-13 16:45:08updated9meghanbaskervilleMeghan Baskerville2008-08-13 16:40:39+00:002008-08-13 16:40:39updated8meghanbaskervilleMeghan Baskerville2008-08-13 16:37:20+00:002008-08-13 16:37:20updated7meghanbaskervilleMeghan Baskerville2008-08-13 16:35:24+00:002008-08-13 16:35:24updated6meghanbaskervilleMeghan Baskerville2008-08-13 16:34:41+00:002008-08-13 16:34:41updated5kathynovakKathy Novak2008-08-12 18:35:32+00:002008-08-12 18:35:32updated4jasonkleinJason Klein2008-06-06 14:28:43+00:002008-06-06 14:28:43updated3Added tag - hotjasonkleinJason Klein2008-06-06 14:28:41+00:002008-06-06 14:28:41addTag2First additionjasonkleinJason Klein2008-06-06 14:09:20+00:002008-06-06 14:09:20created1wiki2010-02-11T20:44:30+00:00groups/tech21/wiki/a0aa8FalseTechnology Research Tools/groups/tech21/wiki/a0aa8/Technology_Research_Tools.htmlJill Ziegler21 updatesTechnology Research Tools
With the advent and growth of the Internet, there has been an explosion in information available to people at a moment's notice. What's more, th...Falsejillziegler2010-02-11T20:44:30+00:00lindasmithMrs. Smith's Class Blog2009-11-12 20:49:40+00:002009-11-12 20:49:40updated22lindasmithMrs. Smith's Class Blog2009-11-12 20:45:38+00:002009-11-12 20:45:38updated21jodigreenspanJodi Greenspan2009-09-11 14:47:08+00:002009-09-11 14:47:08updated20millenniumTeam Millennium2008-10-29 22:31:15+00:002008-10-29 22:31:15updated19janetbeyersdorferJanet Beyersdorfer2008-10-29 20:11:38+00:002008-10-29 20:11:38updated18jasonkleinJason Klein2008-08-13 15:58:58+00:002008-08-13 15:58:58updated17jasonkleinJason Klein2008-06-06 14:34:49+00:002008-06-06 14:34:49updated16jasonkleinJason Klein2008-06-06 14:29:23+00:002008-06-06 14:29:23updated15jasonkleinJason Klein2008-06-06 14:08:45+00:002008-06-06 14:08:45updated14jasonkleinJason Klein2008-06-06 13:57:20+00:002008-06-06 13:57:20updated13jasonkleinJason Klein2008-06-06 13:55:25+00:002008-06-06 13:55:25updated12jasonkleinJason Klein2008-06-06 13:43:55+00:002008-06-06 13:43:55updated11jasonkleinJason Klein2008-06-06 13:20:24+00:002008-06-06 13:20:24updated10jasonkleinJason Klein2008-06-06 13:12:32+00:002008-06-06 13:12:32updated9This is the first post of our new wiki.jasonkleinJason Klein2008-05-23 17:12:37+00:002008-05-23 17:12:37updated8Added tag - hotnonenone2008-05-23 17:10:58+00:002008-05-23 17:10:58addTag7Removed tag - hotnonenone2008-05-23 17:10:53+00:002008-05-23 17:10:53removeTag6Added tag - wiki purposenonenone2008-05-23 17:10:40+00:002008-05-23 17:10:40addTag5Added tag - wiki designnonenone2008-05-23 17:10:34+00:002008-05-23 17:10:34addTag4Added tag - overviewnonenone2008-05-23 17:10:31+00:002008-05-23 17:10:31addTag3Added tag - hotnonenone2008-05-23 17:10:21+00:002008-05-23 17:10:21addTag2First additionnonenone2008-05-23 16:56:21+00:002008-05-23 16:56:21created1wiki2009-11-12T20:49:40+00:00groups/tech21/wiki/welcomeFalseTechnology Team Wiki-Home/groups/tech21/wiki/welcome/Technology_Team_WikiHome.htmlMrs. Smith's Class Blog22 updatesTechnology Team Wiki-Home
As we work on our technology curriculum over the next year, this internal wiki will enable us to post more detailed information as well as docum...Falselindasmith2009-11-12T20:49:40+00:00jasonkleinJason Klein2009-08-19 13:29:20+00:002009-08-19 13:29:20updated25jasonkleinJason Klein2009-08-13 05:03:39+00:002009-08-13 05:03:39updated24tracycrowleyTracy Crowley2009-08-13 04:46:58+00:002009-08-13 04:46:58updated23tracycrowleyTracy Crowley2009-08-13 04:46:14+00:002009-08-13 04:46:14updated22jasonkleinJason Klein2009-08-12 23:25:28+00:002009-08-12 23:25:28updated21jasonkleinJason Klein2009-08-12 12:34:00+00:002009-08-12 12:34:00updated20jasonkleinJason Klein2009-08-12 12:18:37+00:002009-08-12 12:18:37updated19jasonkleinJason Klein2009-08-12 12:17:39+00:002009-08-12 12:17:39updated18PDFs of directions have been added!jasonkleinJason Klein2009-08-08 06:21:58+00:002009-08-08 06:21:58updated17diradminDirectory Administrator2009-07-30 18:09:14+00:002009-07-30 18:09:14updated16jasonkleinJason Klein2009-07-30 16:02:06+00:002009-07-30 16:02:06updated15diradminDirectory Administrator2009-07-30 15:18:26+00:002009-07-30 15:18:26updated14diradminDirectory Administrator2009-07-30 15:17:50+00:002009-07-30 15:17:50updated13jasonkleinJason Klein2009-07-30 13:16:12+00:002009-07-30 13:16:12updated12jasonkleinJason Klein2009-07-30 12:23:00+00:002009-07-30 12:23:00updated11jasonkleinJason Klein2009-07-30 12:21:14+00:002009-07-30 12:21:14updated10jasonkleinJason Klein2009-07-30 12:18:09+00:002009-07-30 12:18:09updated9jasonkleinJason Klein2009-07-30 12:07:03+00:002009-07-30 12:07:03updated8jasonkleinJason Klein2009-07-30 11:55:55+00:002009-07-30 11:55:55updated7Added tag - ad/od integrationjasonkleinJason Klein2009-07-30 11:52:16+00:002009-07-30 11:52:16addTag6Added tag - server updatesjasonkleinJason Klein2009-07-30 11:52:09+00:002009-07-30 11:52:09addTag5Added tag - summer 2009jasonkleinJason Klein2009-07-30 11:52:00+00:002009-07-30 11:52:00addTag4Added tag - summer tasksjasonkleinJason Klein2009-07-30 11:51:56+00:002009-07-30 11:51:56addTag3Added tag - hotjasonkleinJason Klein2009-07-30 11:51:51+00:002009-07-30 11:51:51addTag2First additionjasonkleinJason Klein2009-07-30 11:51:18+00:002009-07-30 11:51:18created1wiki2009-08-19T13:29:20+00:00groups/tech21/wiki/e2157FalseiTech Tasks-August 2009/groups/tech21/wiki/e2157/iTech_TasksAugust_2009.htmlJason Klein25 updatesiTech Tasks-August 2009
This is a summary of the tasks that iTech teachers are needing to complete during August 2009. Please help our entire team by appending, as necessa...Falsejasonklein2009-08-19T13:29:20+00:00lindasmithMrs. Smith's Class Blog2008-10-31 18:48:07+00:002008-10-31 18:48:07updated8jasonkleinJason Klein2008-10-29 12:34:40+00:002008-10-29 12:34:40updated7meghanbaskervilleMeghan Baskerville2008-08-13 16:28:41+00:002008-08-13 16:28:41updated6meghanbaskervilleMeghan Baskerville2008-08-12 18:57:05+00:002008-08-12 18:57:05updated5jasonkleinJason Klein2008-06-06 14:30:04+00:002008-06-06 14:30:04updated4jasonkleinJason Klein2008-06-06 14:05:33+00:002008-06-06 14:05:33updated3Added tag - hotjasonkleinJason Klein2008-06-06 13:58:22+00:002008-06-06 13:58:22addTag2First additionjasonkleinJason Klein2008-06-06 13:58:12+00:002008-06-06 13:58:12created1wiki2008-10-31T18:48:07+00:00groups/tech21/wiki/93ad1FalseTechnology Communications Tools/groups/tech21/wiki/93ad1/Technology_Communications_Tools.htmlMrs. Smith's Class Blog8 updatesTechnology Communications Tools
Another primary are in which new technology has always been developed, from the land-based telegraph and telephone to the Internet and mobile devic...Falselindasmith2008-10-31T18:48:07+00:00hot/groups/tech21/search/index.rss?sort=modifiedDate&kind=all&sortDirection=reverse&excludePages=wiki/welcomelist/groups/tech21/search/?sort=modifiedDate&kind=all&sortDirection=reverse&excludePages=wiki/welcomeRecent ChangesRecentChangesListUpdates?sort=modifiedDate&kind=all&sortDirection=reverse&excludePages=wiki/welcome0/groups/tech21/sidebar/RecentChangesListmodifiedDateallRecent ChangesRecentChangesListUpdateswiki/welcomeNo recent changes.reverse5search
Comments
Janet Beyersdorfer
Mar 16, 2009
I added information to the presentation rubric regarding audio and I restructured the sections to better reflect how I evaluated the student work. This was done after the students and I used Keynote.
Also, I felt that the I-Safe scope would be a helpful document for us to look at as we work with Internet Safety.
Janet Beyersdorfer
Jun 27, 2009
Wondering whether there is benefit to having a "standard" rubric with the description of the "best" product on the left and moving progressively to poorer responses on the right or from poorest on the left to the best response on the right. Also should we reach agreement that we are using 3 categories: 3-exceeds standards, 2-meets standards, 1-does not meet standards or a 5, 3, 1 point value rubric? Thoughts on this?
Janet Beyersdorfer
Jun 28, 2009
Another puzzle to consider: Programs differ in how they allow the author to choose a slide design, add pages, text boxes, format and edit text, sequence slides, add and resize images, and use spelling and grammar tools. Maybe it would be more reasonable to assess the student's ability to use menus and toolbars to design a document rather than breaking down the skills in this way? Even that assessment would be daunting as conducting a performance assessment with each child is not practical...of course, a multiple choice assessment might be devised or a skills self assessment such as the one I posted above under multimedia for grade 4.
Jill Ziegler
Jul 28, 2009
I agree with Janet that we should be consistent with a 3-point rubric which would include : 3-exceeds standards, 2-meets standards and 1-does not meet standards. This would allow us to design rubrics which may be more reliable as they are using similar measures.
I also see the dilemma Janet brings up with point 2 in regard to individual performance skills assessment. It does not really make sense to evaluate skills related to specific software as noted above. However, as students are able to use software, databases, hardware and internet websites to communicate, locate, synthesize and design information, these are the skills ISTE asks our students to achieve during their education with us. As we look at our own skill assessments, perhaps we can come up with both efficient and effective models such as product design
Jill Ziegler
Jul 28, 2009
slide shows, use of audio/video, graphics where students demonstrate their knowledge and self-assess as well (as suggested).
Laura Newcomer
Jul 28, 2009
Here are some of the things I have been reading and looking at this summer...not sure where to add the info so I will post it here.
http://www.simpleassessment.com/aboutoffer
Any thought of having an online assessment of technology skills taken by the students during their tech class periods? It's free...
I have been looking through the assessments available at Schrock's site:
http://school.discoveryeducation.com/schrockguide/assess.html
University of Wisconsin: Stout
PowerPoint Rubric
http://www.uwstout.edu/soe/profdev/pptrubric.html
And along the way I also found and got interested in the info about assessment of teacher tech skills as well: remember the assessment teachers use to do with Don? Don't we need to keep offing these for staff as well? If we get more proficient in tech won't they use more technology with their students?
Isn't it still part of our role in the buildings to educate the staff on the use of tech? Or does that all fall on Jodi and Tracy? Are we singularly focused on students now?
Self assessments for educators:
http://www.doug-johnson.com/dougwri/code77-rubrics-beginning.html
http://www.doug-johnson.com/dougwri/rubrics-for-restructuring.html
http://www.doug-johnson.com/dougwri/rubrics-for-teacher-internet-use.html
I also have some pdf files but I am not sure how to attach? So I will share them later at a meeting.
Meghan Baskerville
Aug 4, 2009
I also agree with Jill and Janet, that the 3-exceeds standards, 2-meets standards and 1-does not meet standards, is a good scale to use for the rubric. I also really like the idea of the self assessment Janet posted under 4th grade multimedia. Maybe we can adjust that checklist to presentations? I think self-reflection is a wonderful tool for students to use to think about their own learning.
In our Computer Class, I think it is somewhat difficult to observe every student build their entire presentation. At the conclusion of the lesson/unit, I collect the final product and then fill out the rubric. I can pay attention and observe some of the general work habits of the students in order to comment on the "Independent Work Habits" section of the rubric. With that said, I also feel like the students work collaboratively on projects in the Computer Lab. The students may not be able to achieve the presentation task independently, but as a group/team they can accomplish the final task. I understand a classroom teacher may view the rubric differently. The classroom teacher also knows the student's work habits better than we do!
I am trying to make sure I keep my perspective and the teacher's perspective in mind as we create these assessments.
Meghan
Meghan Baskerville
Aug 4, 2009
In a response to Laura's point, yes, I think teachers should take some self-reflecting or rating scale on their own personal technology skills. And yes, I think as teachers become more proficient in technology, they will use technology more with their students. I think the new staff laptops will help move this process along as well. I also think creating the wiki pages and other more recent technology initiatives will help the staff move forward. I also feel some sort of reflection or simple staff goal would help move teachers in the right direction or at least get them asking the right questions!!
Meghan
Jill Ziegler
Aug 8, 2009
In regard to Laura's comments about student self-assessment of technology skills, I believe this would be helpful. This might work for us as technology teachers to not only view students' self reflections, but to give us information and also, perhaps, provide the classroom teacher with information that they can use should a classroom teacher assign any work involving technology use (word processing, slide shows, web searches, database use, etc).
Therefore, I agree with Laura to use an online student reflection of tech. skills if the questions provide us with valid and reliable info about the skills from N.E.T.S. that students will need. Also, do we administer the assessment at the beginning of a trimester/semester, at the end or both? Will all the iTech teachers who participate wish to be consistent (time-wise)administering this?
Jill
Meghan Baskerville
Aug 9, 2009
Jill and Laura, did you sign up for the assessments online and try it? I am wondering what the questions are like. I agree this may be helpful. I would need to see the questions and evaluate them. Maybe we could administer it at the beginning, middle and end of the school year. I would love to see the amount of questions and how long it would actually take.
Karen Boborci
Aug 11, 2009
Great job everyone!!! I agree that the rubric scales should be kept simple (3, 2, 1). Something we can think about is the weighting of important categories within the rubrics. For example, should the content and design choice "count" as more points. That is probably more appropriate for the classroom teachers (but they might be using these rubrics also, correct?). Personally, I do not like the "grading" of projects within the tech class. So many of the skills and applications are just being introduced. I think the students can learn a lot from an evaluation done by the teacher, peer, and/or themselves, but I would like to avoid percentages and letter grades for tech projects.
Love the idea of Teacher Tech Skills Assessments for all teachers in the district. This would help us to know the areas where our teachers need more professional development. In the past we sent out surveys trying to tap into the teacher's tech needs, but we received very little feedback. Our goal is to provide more professional development this year, but unfortunately teachers only come if they need to know something "right now". We have tried morning/lunch optional trainings, but it was unsuccessful in the past. I liked Laura's suggestion of Doug Johnson's site. It offers 4 levels of assessment and focuses on computer skills of educators. A few years ago, didn't every teacher in the district have to take an online survey regarding their technology usage and knowledge? I can not remember specifics, but was it for the state???
Karen Boborci
Aug 11, 2009
Yes, I agree that an online student assessment is also a great tool. I looked at the simpleassessments.com offer and it was interesting. There were many restrictions (use for 5-8 only, and possible bandwidth issues). I was interested to read the questions, but due to all the restrictions I did not sign up.
Penny Jack
Aug 12, 2009
I think I was having a senior moment a bit ago and put this comment in the wrong area and now can't find it to edit it out so sorry if it is somewhere else too. I love many of the rubrics being developed that I have looked at, but I think we need to remember that we will be using them with young students and some might be a bit wordy for them, especially my ELL students. There are many great ideas and things seem to be well thought through, but I wonder if the rubrics will be overwhelming to the kids if they were to be presented with them.
Laura Newcomer
Aug 12, 2009
Aside from the tangents I came across this summers (Word Processing assessments, teacher assessments, and online tech assessment) I have been looking at all of the presentation rubrics...I think that is the committee I was on...
I have them all printed and spread out in front of me. There are parts I like from all of them put together with suggestions from the comments I have read. Can we create a bank of "assessment parts" to use, and then pick and choose from the bank the skills we are focusing on for a project rubric and create our assessment that way...Or are we looking for one grand assessment that we will all use?
Karen Boborci
Aug 13, 2009
I know we talked above about an online student technology assessment. This related in a round about way. In the beginning of the year we try to review everything related to the lab, computers, and technology vocabulary. I found an online quiz that I used as a warm-up activity and then discussion. There is a 10 question quiz geared for 3rd grade and a 20 question quiz geared for 5th grade. Then one year each student did an acrostic poem using a "tech word" from one of the questions. We brainstormed the vocabulary list as we discussed the questions a second time.
http://www.mikids.com/3/Essentials.htm
http://www.mikids.com/5/nets.htm
Meghan Baskerville
Aug 13, 2009
PENNY, I agree we should have a "shorter" version of the rubric, easier for kids to understand.
Meghan
Mrs. Smith's Class Blog
Aug 13, 2009
I think that we all will take what works for us and tailor the assessments to fit our individual needs for our students and the projects that they are creating. No one assessment is the best fit for all students and all projects. I have even used rubrics with kindergarten students that had one word for each assessment criteria with smiley faces for good work, a straight line face for average work, and a frowning face for needs improvement.
Mrs. Smith's Class Blog
Aug 13, 2009
The Illinois State Standards include listening, speaking and viewing goals that can be accomplished within presentations: giving a presentation: podcast, voice over in iMovie, speaking while giving a presentation; listening to a video, podcast, or a presentation; or viewing a presentation, video, digital story. These are active participation skills that need to be modeled and taught for students to learn to be good listeners, speakers and viewers.
Janet Beyersdorfer
Aug 14, 2009
I remember I thought about adding or deleting criteria from the rubric/spreadsheet to match the objectives that the classroom teacher and/or iTech teacher would view as an instructional focus. Clearly, we agree that the focus shifts with the student's academic performance level, language proficiency, tech skills, time allocated to the project, whether the project is collaboratively planned and executed by the classroom and iTech instructors, whether the project is completed by a group or an individual....etc. Writing a rubric with a three level description for a skill/concept and allowing the instructors to select the items that match the instructional focus seems useful and is in line with many of the comments posted. One drawback I can see to teachers choosing the items that will be assessed is the challenge of assuring that all skills for that grade level will be presented and evaluated
Janet Beyersdorfer
Aug 14, 2009
Janet Beyersdorfer
Today 10:43 AM
There are so many terrific activities, projects, and sites as well as the evolution of a rubric (or rubric components) posted here! When I have used wiki's In a classroom, I generally support these postings with face-to-face work time in order to produce a product or work out a consensus. I'd like to move away from that model with my classes and go more global. For example, I'd like to collaborate with several GaTE Grade 3 Math groups across the district as I only have one student in that program this year--but my reliance on face-to-face meetings to bring closure is too restrictive to allow this. So, as an instructional question from a relative newbie to wiki work--How does a wiki group without a common meeting time come to closure about the product they were to have created by a specific date? I realize that the assessment wiki is not likely to come to an grinding halt on August 14th, but if a final product like those expected in a GaTE unit was to have been produced by this date, what/who/how would have moved the group to that point? If this had been one of my classroom projects that spanned the District or beyond, I (the teacher) would now be wondering what I should/could/need to do facilitate to "finish" the project? Any suggestions?
Laurie Stanley
Aug 14, 2009
Karen, I really like the ideas you suggested for the internet safety evaluations. I did not see suggestions like that anywhere else. I posted lessons and resources for 7th grade but found it hard to create a rubric for them. I guess the next step is adding an activity like one of those you suggested and creating a rubric for it. My only concern is TIME. We are already struggling with the idea of getting our entire school population through these initial internet safety lessons much less adding presentations for them to demonstrate their understanding. I would like to talk to the teachers to see if there is a place they could incorporate these presentations into their curriculum - I would be happy to work with them to develop the appropriate rubric to then assess the students' understanding.