Proof I Learned – CEP 813

Our final assignment for Module 7 in CEP 813 asks us to reflect on the learning that we have done throughout this course. As I reflect on the learning I have done over the seven modules in CEP 813 I have narrowed down all of the great content we have addressed to focus on six big takeaways that I will use to improve my practice.

The first takeaway a strong foundation in the relationship between assessment and instructional design is critical. From our first work in Module One, we worked to break down assessments to their individual criterion with our work on the first version of an assessment to assess the effectiveness of an assessment. This  Rubric 1.0 which required me to step back and think about what the most important features of assessments are. This work to develop a research-based rubric would continue through the next few modules with the creation of Rubric 2.0 and Rubric 3.0. Until Module Four when our final version of our rubric, Rubric 4.0 , would be completed. This experience required me to think critically and pull from research to support the need for each criterion. This experience in breaking down assessments into its most important parts allowed me to think critically about the assessment I use in the classroom. The creation of this rubric to assess assessments has helped me to prepare me to view each assessment I give to my students this upcoming year. I will be able to redesign assessments to include the most important features of assessment design to ensure that the assessment is going to guide my instruction by providing relevant information regarding the progression toward the learning goals I have set for my students.

In Module Two, we began to reflect on how formative assessment is used in the classroom guided by Grant Wiggins and Jay McTighe’s book Understanding By Design (2005). Rereading this book allowed me to refocus my instructional design to keep learning goals at the forefront. It also reaffirmed that formative assessment is crucial to my instructional design. The information gained from the formative assessments given should change and guide my instructional plans to help my students achieve their learning goals. After this learning, the goal was to practice assessing an assessment that was common in my classroom using my knowledge of assessment and instructional design. The application of my knowledge of instructional design and assessment is a skill that I will use each day as I plan and implement assessments that drive my instruction.

Module Three focused on the importance of feedback as a part of achieving learning goals.  The work we did in this module brought out the importance of providing time and space for more feedback. This module really made me think deeply about how I provide feedback to students and how I can improve that feedback to improve student learning. Providing feedback to students became an important part of my designs throughout the rest of the course. In my  Formative Assessment Design 3.0  I included a plan for both teacher-to-student feedback and provided opportunities to for students to provide feedback to one another. This takeaway is one that I already have a plan in place to continue encouraging meaningful feedback in my classroom. I will be utilizing the digital learning portfolio system to provide opportunities for students to provide feedback on other students’ work. My final assessment creation using the content management system, Schoology, was also structured to include peer-to-peer feedback. Our experiences providing feedback on each other’s work on our Formative Design 1.0 and Content Management System Assessment 2.0 helped to solidify the value of applying our knowledge to the work of others. Reading the feedback of others also helped me to view my own work in a different way. These are benefits that I hope my students will enjoy through providing more opportunities to give and receive feedback.Providing students with more opportunities to self-reflect on their learning is another goal for this upcoming year. I will be implementing a self reflection routine in my classroom that will be used across the curriculum. This routine will consist of a familiar 3-2-1 structure that can be done with traditional or digital methods. Self-reflections will also help me to tailor instruction based on a child’s own view of their needs. Another way I plan to encourage daily reflection is by providing students with a numbered level of understanding system that will be used daily on their work.

Working with digital tools can be incredibly valuable in the classroom. Often times the use of digital tools is used within instruction, but the benefits aren’t always applied to assessment. Module Four focused on the digital tools that can be used to assist in assessing students. This module required me to think about how digital tools can create new opportunities for assessment, while also taking into consideration what tools will be appropriate for my learners. In order to demonstrate my ability to use these digital tools to effectively identify learning needs, in Module Five I spent time reviewing content management systems to find one that would fit the needs of my students and classroom most appropriately. The ability to critically review digital tools is incredibly important because my goal when working with technology is to use it only when it is supporting the learning in the classroom. If a tool is not chosen carefully, I run the risk of letting technology inhibit the learning process in my room. After selecting an appropriate content management system, I created an assessment, Content Management System Assessment 2.0 which was completed in Module 7,  that allowed a typical classroom activity featured in our math curriculum to be transformed into an opportunity to not only collect information about each individual student’s understanding of the target math concept, but also to create an opportunity for students to collaborate and provide feedback to one another all within one assessment.

Another benefit of using digital tools in assessment is that many of them are engaging tools that can help to create assessment opportunities that go beyond what was previously possible.  In Module Six, we explored using digital games as assessment. We worked with MinecraftEdu to create a digital assessment that would require students to demonstrate their understanding of the classroom learning goals. The use of this digital tool ensures that my students remain invested in even the most difficult concepts. These modules have inspired me to continue thinking outside of the box to create assessments that can not only engage my students, but test their ability to apply and create using the content learned from the classroom instruction.

 

Content Management System Assessment 2.0

The formative assessment I have created is called, Explaining Multi-Digit Subtraction with Puzzled Penguin. I’ve designed this  assessment using the content management system, Schoology. The question presented to the students in the assessment is created based on the Common Core State Standard: CCSS.Math.Content.3.NBT.A.2  “Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.” This formative assessment not only helps me to understand where my students are at as they work to master the CCSS that aligns with this assessment, but I can also use it to help me guide my student as they learn to clearly explain their thinking.  

It was created using the discussion feature on Schoology. The students are very familiar with this type of communication and the Schoology platform which reduces the risk of technology getting in the way of the learning.  I decided to use an activity that is featured often throughout my district’s math curriculum called Puzzled Penguin. The Puzzled Penguin activities always feature a penguin who has made mistakes in the math work. Puzzled Penguin problems require students to identify mistakes, use strategies to correctly solve the problem, and explain their mathematical thinking. These activities are typically completed in the student’s math workbook, but that method does not make the most of this important activity.

The ability to take this activity out of the math book by using a digital tool allows students to collaborate with one another and be exposed to other ideas or methods of solving the problem.  By being able to read the work of other students, after they have posted, the kids can continue to develop their mathematical explanations which is a focus area for many of my students through providing one another with meaningful feedback that is guided by a familiar 3-2-1 structure which you can view below.

3-2-1 Feedback 3: Give three compliments 2: Give two suggestions 1: Ask one question

Schoology also allows me to give private feedback on each child’s discussion post. As I formulate each child’s feedback I am able to identify the skills that they have mastered and the skills that need more time and attention.  Another reason that Schoology was  a great fit for my assessment is because it is the content management system that is used in my district so kids and parents are familiar with it and my younger kids are able to gain experience using the tool before they are officially using it to receive and manage  grades in 4th grade. 

The design of this assessment was guided by my Rubric 4.0 which outlines the criteria that I previously identified as being important to effective assessments. In the chart below, I have described how this assessment fits into each of the criteria.

Criterion	Schoology – Puzzled Penguin Assessment Connection
Relevant Questions	The question presented to the students is created based on the Common Core State Standard: CCSS.Math.Content.3.NBT.A.2  “Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.”
Clarity of Questions/Expectations	The questions, expectations, and assignment format are clearly explained and are familiar to the students through the use of written directions, familiar discussion formats, and a familiar problem type.
Type of Feedback	Students receive feedback from the teacher and their peers to help them grow and expand upon their current abilities.
Self-Reflection	The students self reflect on what they did well, what challenged them, and their plan to work on the most challenging skill order to become a stronger mathematician. This self-reflection also helps me to tailor instruction based on areas that they may lack confidence in their skills.
Real-World Connections	The students are working on respectfully disagreeing with a friend. This is a real-world application of their math skills as well as working on improving their communication skills.
Variety of Test Formats	The students are working on the Schoology platform, but if they needed or wanted a different way to demonstrate their understanding such as drawing or recording their response, they could create their response using another digital tool and then upload it or post a link to the discussion forum.
Results from the test are used to drive instruction	The results are used to design further instruction for individuals, small groups, and the whole class. The teacher uses the rubric to collect data in various areas related to the concepts that need to be mastered by the end of the year.
Questions require engagement with the learned material beyond surface-level recall	In order to identify errors in thinking and explain their own problem-solving process, students are engaging with the material beyond simply solving a subtraction problem.

 

Formative Assessment 3.0

This week, I put the finishing touches on my Formative Assessment 3.0. This is an assessment that focuses on a student’s ability to solve and explain a multi-digit subtraction problem. The students use the learning portfolio system, Seesaw, to record and post their explanations. The students then use a 3-2-1 feedback format to comment on each other’s work.  Take a look at my Formative Assessment 3.0 paper for more details.

 

Minecraft Assessment

This week, I used Minecraft to create an assessment to use with my 3rd grade mathematicians. This assessment focused on the application of area and perimeter concepts that have been very difficult for my students in the past. The students would use Minecraft along with our Seesaw digital classroom to demonstrate their understanding. The information gathered from this assessment would help me to know what concepts the students need more time and practice with. The use of Minecraft helps the students to make connections to the real world that traditional paper and pencil tests would not allow. Also, the use of voice-recording tools allows all students, even those with writing support, to explain their mathematical thinking. The one concern that I have with Minecraft is whether or not the intricacies of the tool itself could get in the way of the students’ ability to demonstrate their understanding. Although, I think that would be rare because of the popularity of Minecraft among my students and it could be prevented through direct instruction and time to explore and play with the tool. View my assessment by playing the video below!