Thursday, September 28, 2017

Differences between Testing, Assessment, and Evaluation




What Do We Mean by Testing, Assessment, and Evaluation?

When defined within an educational setting, assessment, evaluation, and testing are all used to measure how much of the assigned materials students are mastering, how well students are learning the materials, and how well students are meeting the stated goals and objectives. Although you may believe that assessments only provide instructors with information on which to base a score or grade, assessments also help you to assess your own learning.

Education professionals make distinctions between assessment, evaluation, and testing. However, for the purposes of this tutorial, all you really need to understand is that these are three different terms for referring to the process of figuring out how much you know about a given topic and that each term has a different meaning. To simplify things, we will use the term "assessment" throughout this tutorial to refer to this process of measuring what you know and have learned.

In case you are curious, here are some definitions:
A test or quiz is used to examine someone's knowledge of something to determine what he or she knows or has learned. Testing measures the level of skill or knowledge that has been reached.
Evaluation is the process of making judgments based on criteria and evidence.
Assessment is the process of documenting knowledge, skills, attitudes, and beliefs, usually in measurable terms. The goal of assessment is to make improvements, as opposed to simply being judged. In an educational context, assessment is the process of describing, collecting, recording, scoring, and interpreting information about learning.

Why is Assessment Important?

Hopefully, by this point in your life, you have discovered that learning can be fun! You have probably also realized that you are constantly learning, whether you are in a classroom, a car, or a kitchen.

Assessment helps you build confidence in your ability to learn.

Perhaps you have heard that the global work culture is changing. Unlike your grandfather, you will probably have a number of different jobs and careers during your lifetime. In order to be successful, you will need to have confidence in your ability to learn and you will need to become a lifelong learner. Assessment plays a key role in developing your confidence in your ability to learn, as well as in developing your lifelong learning skills.







You may be thinking that learning to bake cookies and learning something like chemistry aren't the same at all, and, in a way, you are right. But, the information you get from assessing what you have learned is the same. Brian used what he learned from each batch of cookies to improve the next batch. You learn from every homework assignment you complete and every quiz you take what you still need to study in order to know the material.

Another really good way to understand the importance of assessment is to think about learning skills. When playing basketball, for example, you get immediate feedback about how well you are doing, and this tells you how to adjust to get the ball in the hoop next time. When you are learning a skill, feedback (assessment) is automatic. When you are learning chemistry, the feedback process needs to be made visible through assessment.

Assessment doesn't have to be a written exam. You can determine if you have successfully learned something in a number of different ways, depending on what you are trying to learn. Recognizing that there are many different ways to assess learning and becoming skillful at self-assessment are important lifelong learning skills.

Six Thinking Hats

WHAT IT IS?

The Six Thinking Hats tool is a powerful technique used to look at decisions from different points of view. This helps us move away from habitual thinking styles and towards a more rounded view of a situation.
There are six different imaginary hats that you can put on or take off. Each hat is a different color and represents a different style of thinking. When we change hats, we change our thinking.

THE PROCESS

You can use Six Thinking Hats on your own or in meetings, where it can minimize the confrontations that happen when people with different thinking styles discuss the same problem. Each hat represents a different style of thinking:



BENEFITS

The main benefits of the Six Thinking Hats method are the following:

  1. allows you to say things without risk; 
  2. generates understanding that there are multiple perspectives on an issue; 
  3. is a convenient mechanism for “switching gears”; 
  4. focuses thinking; leads to more creative thinking; 
  5. improves communication; and 
  6. improves decision-making.


KEY POINTS AND PRACTICAL TIPS

This technique allows the necessary emotion and skepticism to be brought into what would otherwise be purely rational decisions, thus opening up an opportunity for creativity within decision-making. It also helps, for example, persistently pessimistic people to be positive and creative.

Plans developed using the Six Thinking Hats technique will be sounder and more resilient than would otherwise be the case. It may also help you to avoid public relations mistakes, and spot good reasons not to follow a course of action before you have committed to it.

In a Six Thinking Hats session the facilitator must:

  1. define the focus of your thinking; 
  2. plan the sequence and timing of the thinking; 
  3. ask for changes in the thinking if needed; 
  4. handle requests from the group for changes in the thinking; and 
  5. capture periodic or final summaries of the thinking for consideration by the team.

Student-Centered Learning: Essential Conditions


Planning, teaching and assessment centers around the needs and abilities of students  

What is it? 
Student-centered learning moves students from passive receivers of information to active participants in their own discovery process. What students learn, how they learn it and how their learning is assessed are all driven by each individual student’s needs and abilities. 
At the system level, this requires implementing curriculum planning practices, pedagogy and assessment methods that support a student-centric approach. In the classroom, teachers craft instruction and apply technology in a way that best serves each student’s learning journey. Technology use is always guided by two primary criteria: 
What’s appropriate for the task at hand? 
How can activities be designed to develop higher-order thinking skills? 

Why is it important? 
When students take responsibility for their own learning, they become explorers capable of leveraging their curiosity to solve real-world problems. To that end, the ISTE Standards guide teachers toward designing learning experiences that permit student independence and foster lifelong learning. 
Technology allows for an unprecedented level of personalized learning, with valuable opportunities to monitor progress and engagement, follow student thinking, and digitally assess competencies. When schools effectively leverage both technology and pedagogy, both students and teachers become empowered to make decisions about their own learning and teaching. 
True student-centered learning requires more than just an increase in technology implementation. It represents a shift in the educational culture toward a system that supports technology for standards-based learning and real-world problem-solving. As a system transitions to a student-centered approach, educators can more effectively apply technology to improve learning outcomes and help students develop the skills for college and career readiness.

What does it look like? 
Successful student-centered teaching emphasizes both creative and effective use of technology to meet students’ learning goals. Teachers address content standards in ways that not only support the material but also help students develop the essential digital skills outlined in the ISTE Standards.
When evaluating how student-centered learning is incorporated into a school or district, it is critical to assess the extent to which:
Technology-powered pedagogy is applied 
Technology is used to increase access and differentiate teaching approaches 
Teachers know how to differentiate their teaching using technology


Wednesday, March 13, 2013

Week 10 - Reflection # 1 - End Of The Course




Hello Donna and classmates

During this interesting online course, I have learnt many things that have been useful and motivating.

What topics were most successful?
I found some topics very interesting and useful such as:
1)      Web searching: I am a big Google fan, but I learnt how to use other search engines that can be as effective and useful as Google.
2)      How to write clear objectives: Writing objectives has been my weakness and a headache sometimes. However, I could clarify some doubts when we had to do it using the ABCD model. This way of writing objectives is very accurate and measurable.
3)      Multi-skill activities and websites: Most of the time, I provide my students with extra grammar activities, but during the 3rd and 4th week, I learnt how to use other resources or websites to exploit all the language skills.
4)      Rubrics and alternative assessment: This is helpful to assess our students’ performance more accurately.    
5)      Teaching large classes and learning styles were also very interesting topics because we have to face these issues in the institutions or schools where we work.


What topics were most useful for you?
1)      Saving bookmarks with Delicious: I used to have many websites that I kept in my browser’s favorite list, but they were really disorganized. After creating my account and using Delicious, all my favorite websites are classified according to the topics that I am interested in; I can follow other Delicious’s users and share our links.  
2)      Creating an academic blog: I think this is a very simple and effective way to help our students to practice writing outside the classroom because they can feel more confident to write and share their opinions and ideas.
3)      Tools for assessment and creating exercises: these tools were very useful because I like to give my students extra practice. Therefore these tools can help me a lot to create my own worksheets.
4)      Interactive PowerPoint: I have used PowerPoint presentations several times, but during this week, I learnt how to create better and interactive presentations that can maximize the use of this visual tool.  

Which tools will you use in your classes?
I will definitely use a blog, interactive PowerPoint presentations and multi-skill activities.

Which, if any, do you think were not relevant to what you do or will do?
I think most of the tools and topics that we used and discussed during the course were important, but some of them are not feasible to put into practice in our classes or we need to get more familiar with them to start using them in the classroom.
For instance, I would need to practice more how to use webquests and ANVILL tools before starting to use them in my classes. I think they are very useful and interesting to the students. However, it might take me some time to learn well how to use these technology tools.  

What other tools might we have covered or would you suggest that we could have looked at?
Nowadays, social networks, cell phones and tablets are becoming more and more popular among teenagers and young adults in my country and also all over the world. It would be a good idea to include some tips or activities to use these technology tools in the classroom.

Sincerely
JC


Sunday, March 10, 2013

Week 9 - Reflection # 1 - Learning Styles & Technology In The Classroom



Hello Donna and classmates

This week’s topic was very interesting because we read, analyzed and reflected on how technology tools and multiple intelligences can work together and help teachers to create effective and authentic activities for their classes. First, it is very important to know our students’ dominant intelligences to be able to choose the most accurate technology tools for them. Second, we, teachers, have to know how to use these tools or we might have a hard time trying to apply them in our classes. It is advisable to start using simple technology tools and little by little we can change and experience with other more sophisticated tools.
As we have discussed before, having a second plan is a must in case of technology failure. Therefore technology can be our friend or foe depending on the time we spend on learning how to use these technology tools and also our imagination to create meaningful activities for our students.







I would like to mention some examples of technology tools that are not so hard to use and can be used for a specific type of intelligence.

1) Verbal / linguistic intelligence: blogs, PDF files, email and word processing programs
2) Logical / mathematical intelligence: logic games, strategy games and webquests
3) Visual / special intelligence: clip arts, drawing tools, photo sharing websites, online comics
4) Bodily / kinesthetic intelligence: motion simulation games, use of keyboards, mouse or joysticks
5) Musical / rhythmic intelligence: karaoke, digital musical instruments, mp3s, CDs
6) Interpersonal intelligence: chats, social networks, forums
7) Intrapersonal intelligence: blogs and multimedia portfolios
8) Naturalistic intelligence: webquests, videos and blogs about the nature and environment
9) Existential intelligence: meditation CDs or DVDs, forums, chats or emails about philosophy and meditation
          



related links

Sunday, March 3, 2013

Week 8 - Reflection # 2 - Technology Tools



How can technology help teachers to create online lessons and resources and also encourage learner autonomy?
Technology can be our best teacher’s aide because there are many technology tools that can help us create online lessons, assess our students’ performance, monitor and feedback our students’ progress and also share and reflect on different topics on line. Therefore, the internet and these technology tools can make our lives simpler and our classes more interesting and meaningful to our students because we can use authentic and interactive materials and resources. There is only one thing that we should keep in mind, technology can help us a lot in the classroom, but it is the teacher’s responsibility to learn and get familiar with the use of these tools and also choose the most adequate technology tools according to the students’ needs and also have an emergency plan in case of technology failures.

       
Technology tools for creating a class, a survey or a class blog:
2) A class blog: Blogger (http://www.blogger.com
                         WordPress (http://wordpress.com/)
3) A survey using Google Docs (Using Google Forms to make a survey)
4) A class website or wiki on Google Sites (https://sites.google.com/site/ortesolwiki/)

Technology tools for creating exercises and tests
1) Tools for educators (http://www.toolsforeducators.com/)
2) Lanternfish (http://bogglesworldesl.com/)
6) Web Poster Wizard (http://poster.4teachers.org/)
8) Language Resource Centers (http://www.nflrc.org/?id=862)

Articles related to technology tools


Saturday, March 2, 2013

Week 8 - Reflection # 1 - Online Tools For Enhancing Learning


What is ANVILL?
ANVILL (A National Virtual Language Lab) is a speech-based toolbox for language teachers. Like the language lab console of old, it's focused on the practice of oral/aural language, but at its core are very modern web-based audio and video tools from duber dot com and the University of Oregon: Voiceboards, LiveChat, and Quizzes and Surveys. Our newest tool, TCast, allows teachers to record and place audio or video files anywhere in a lesson--in 3 easy steps. Each of these tools really opens up the scope and sequence of lessons centered around spoken language tasks.
(source: ANVILL https://anvill.uoregon.edu/anvill2/)




What can you do with ANVILL?
ANVILL is a language lab that offers teachers and students to connect each other by using some powerful online language tools. ANVILL is focused on the practice of oral and aural language through voice boards, group chats, quizzes, surveys, forums, and blogs. Every teacher is able to create and manage an online lesson as well as record and audio and video files in three easy steps. You can easily do it at home, at work or everywhere in the world. It only requires you to have a computer or laptop, a headset, a webcam, internet access and a lot of imagination. The best thing about this service is that it is completely free.

related links
ANVILL
what is ANVILL
ANVILL Tools
ANVILL Overview
ANVILL Review