Assessment+in+the+Digital+Age

=Assessment in the Digital Age= Planned instructional activities along with related learner outcomes should address, integrate and assess the new objectives, skills and capacities inherent in emergence of readily available Information and Communication Technologies (ICTs) along with other digital technologies now prevalent in the lives of our students.

Learning Goals
In this session, you will:
 * Explore and discuss basic information related to the revised Bloom's Taxonomy and its application to digital tools and the 1:1 setting.
 * Apply your understanding of the "creating level" when assessing student's knowledge, skills, capacities, attitudes and beliefs for ELA concepts.
 * Sign up for and use Google Forms.
 * Observe and reflect upon a few example “Google Forms”.
 * Plan and construct an effective formative or summative learning assessment associated with a concept, lesson or unit in your specific ELA NCSCOS.

Bloom's Taxonomy Then and Now
We can view assessment in the 21st classroom through the lens of Bloom's Taxonomy which has recently been revised to Bloom's Digital Taxonomy. This revision is fundamentally still based on the original taxonomy proposed by Bloom & Krathwohl (1956), but is more reflective of digital technologies and digital cognitive objectives (Anderson & David Krathwohl, 2001). media type="custom" key="6300051"

Progression of Student Learning
Both versions of Bloom's Taxonomy represent a continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). Bloom's Original Taxonomy vs. Bloom's Digital Taxonomy

The revised Bloom's Taxonomy still represents students' progression of learning:
 * Students can **understand** a concept after they have **remembered** it.
 * Student can **apply** a concept after they have **understood** it.
 * Students can **analyze** a concept after they appropriately **applied** it.
 * Students can **evaluate** a concept's impact after they have **appropriately analyzed** it.
 * Students can **create** after having correctly **remembered, understood, applied, analyzed,** and **evaluated** the concept.

Activity
Take the following assessment and try to determine the level at which each question is targeting in terms of Bloom's Digital Taxonomy. media type="custom" key="6301155"

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Small Group Discussion
We will divide into small groups. Each group should reflect discussion question and enter their response. include component="comments" page="Assessment in the Digital Age" limit="10"

Let's Get Creative
For the purposes of our discussion let's focus on how digital tools can be used to assess diverse students' skills and capacities for creating.

Levels of Student Creativity

 * Student uses a model on the Internet or from a digital tool's gallery and simply recreates it with different information; a simplistic act of replicating with some slight change in content or final product.
 * Student adapts a traditional activity for another discipline--technology, art, music, drama, but again, model is probably present and information is simply adapted from other sources.
 * Student may or may not use models, but materials and information are re-purposed in distinctive ways. The final student product contains multiple perspectives a nd breaks the boundaries of "the box."
 * Student starts with a model, but transforms it to be completely unique. Students is blending aspects or features from the original model in unusual ways as well as infusing other content knowledge.

Levels of Student Creativity

 * Student uses a model on the Internet or from a digital tool's gallery and simply recreates it with different information; a simplistic act of replicating with some slight change in content or final product.
 * Student adapts a traditional activity for another discipline--technology, art, music, drama, but again, model is probably present and information is simply adapted from other sources.
 * Student may or may not use models, but materials and information are re-purposed in distinctive ways. The final student product contains multiple perspectives a nd breaks the boundaries of "the box."
 * Student starts with a model, but transforms it to be completely unique. Students is blending aspects or features from the original model in unusual ways as well as infusing other content knowledge.

What it can do

 * Multiple choice (all viewed or drop-down list), short answer, paragraph answer, multiple answer, scales, grids
 * Provide group analysis for multiple choice, multiple answer, scales, and grids

What it can't do

 * Automatically grade the form
 * Can use code to grade, but not initially built in
 * Include symbols or pictures
 * Can use with another diagram, projected picture, or another web page with the diagrams or pictures can be placed
 * What is needed to use it**
 * A Google Account
 * Only the teachers needs it!
 * A way to share the link, like your class web page

**Step 1: Getting to Know Google Forms**
//Review the following://
 * A blog to get started
 * Watch this tutorial video

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//Complete the following://
 * Obtain a google account if you already do not have one.
 * Go to google docs: [].

Step 2: Design an Google Form Assessment
include component="comments" page="Assessment in the Digital Age" limit="10"
 * Log in to Google Docs at @http://docs.google.com
 * Click //Create New -> Form//
 * Create a form that you could use to assess students in your primary content class
 * Copy the link to your form and paste it in the //Discussion//
 * Using the form, create a 6 question assessment targeting the same learning of knowledge but each at a different level of Bloom's Digital Taxonomy.

**Image Copyright Information**
http://www.flickr.com/photos/ajourneyroundmyskull/3011939964/sizes/s/in/set-72157608745663084/ http://www.flickr.com/photos/jenni40947/4069978954/sizes/s/in/set-72157622573377341/ [|http://mikefisher.pbworks.com] Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). //A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives.// New York : Longman. Bloom, B.S. & Krathwohl, D. R. (1956). //Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners.// New York: Longman.
 * References**