1. steinman.me/alfaut
Authentic Literacy and Formative
Assessment Using Technology
Presented by Andrew Steinman

2. steinman.me/alfaut

3. About the Presenter
• Educational Technology Consultant
at Kent ISD
• MSU Graduate (x2)
• Amateur Cat Trainer
@steinman

4. Around the Room
Please introduce yourself, identify what grade
level and subject you teach, and tell us how you
would like to incorporate authentic literacy and
formative assessment in your classroom.
*http://www.clker.com/clipart-waving-frog.html

5. Around the Room, Take 2
Using InfuseLearning, please introduce
yourself, identify what grade level and subject
you teach, and tell us how you would like to
incorporate authentic literacy and formative
assessment in your classroom.
student.infuselearning.com
Room ID: 12012

6. Goals for Today
1.Define authentic literacy and formative
assessment
2.Simulate authentic literacy activity that
incorporates formative assessment
3.Learn how to use technology tools that
support authentic literacy and formative
assessment
4.Design activity around authentic literacy that
incorporates formative assessment

7. Authentic Literacy and Formative
Assessment Using Technology
Goal #1:
Define authentic literacy and formative
assessment

8. Define Formative Assessment
Using Socrative, provide your best definition of
formative assessment.
Student Teacher
m.socrative.com
Room ID: steinman

9. Define Authentic Literacy
Using Socrative, provide your best definition of
authentic literacy.
Student Teacher
m.socrative.com
Room ID: steinman

10. Authentic Literacy and Formative
Assessment Using Technology
Goal #2:
Simulate authentic literacy activity that
incorporates formative assessment

11. Proposal 3
A proposal to amend the state constitution to
establish a standard for renewable energy
o d ? Bad
G o ?
*http://www.clker.com/clipart-wind-turbine-2.html

12. Initial Thoughts?
Using InfuseLearning, indicate whether you are
for or against proposal 3.
*Your name will not be recorded or displayed
student.infuselearning.com
Room ID: 12012

13. Inform Ourselves and the Masses
Due to the lack of understanding around
Proposal 3, we will take it upon ourselves to
research this proposal, take a position, and
report out our findings to support our position
*http://www.clker.com/clipart-40400.html

14. Rubric
In order for your work to be evaluated, the
following rubric will be used: Rubric
Grade 11 Performance Task
Rubric and scoring information for full-write:
4-Point
Argumentative
Performance Task Writing Rubric (Grades 6–11)
Score 4 3 2 1 NS
The response is fully The response is The response is The response may Insufficient,
sustained and adequately sustained somewhat sustained be related to the illegible, in
consistently and and generally focused: and may have a purpose but may a language
purposefully focused:  claim is clear and minor drift in focus: provide little or no other than
 claim is clearly mostly maintained,  may be clearly focus: English,
stated, focused, though some focused on the  may be very incoherent,
and strongly loosely related claim but is brief off-topic, or
maintained material may be insufficiently  may have a off-purpose
 alternate or present sustained, or major drift writing
opposing claims  context provided  claim on the  claim may be
are clearly for the claim is issue may be confusing or
addressed adequate within somewhat ambiguous
Statement of Purpose/Focus and Organization
 claim is introduced the purpose, unclear and/or
and communicated audience, and task unfocused The response has
clearly within the little or no
purpose, audience, The response has an The response has an discernible
and task evident organizational inconsistent organizational
structure and a sense organizational structure:
The response has a of completeness, structure, and flaws  few or no
clear and effective though there may be are evident: transitional
organizational structure minor flaws and some  inconsistent use strategies are
creating a sense of ideas may be loosely of transitional evident
unity and connected: strategies and/or  frequent
completeness:  adequate use of little variety extraneous
 consistent use of a transitional  uneven ideas may
variety of strategies with progression of intrude
transitional some variety to ideas from
strategies to clarify clarify the beginning to end
the relationships relationships  conclusion and
between and between and introduction, if
among ideas among ideas present, are
 logical progression  adequate weak
of ideas from progression of  weak connection
beginning to end ideas from among ideas
beginning to end

15. Steps to Follow
1.Research information on Proposal 3
2.Take a position and write a brief reflection
3.Write first draft of your report as to whether
or not Michigan voters should vote for
Proposal 3
4.Review and provide feedback for 2 other
reporters
5.Update draft and post report

16. Research Information on Proposal 3
Using Diigo, review the following resources, as
well as one additional resource, to gather
information on Proposal 3
• Resource 1
• Resource 2 (Diigo-ed)
• Resource 3
*http://www.clker.com/clipart-publication.html

17. Take a Position and Write a Reflection
Take a position for or against Proposal 3 and
share your position with your teacher, as well as
a brief reflection as two why you chose that
position
Proposal 3 Position and Reflection Form
*http://www.clker.com/clipart--form.html

18. Write First Draft
Write the first draft of your report in a Google
Doc and share it with your teacher
Sample Document
*http://www.clker.com/clipart-3709.html

19. Review and Provide Feedback
Review two other students’ initial drafts and
provide feedback using the following rubric:
Rubric
Sample Document
*http://www.clker.com/clipart-online-messeneger.html

20. Update Draft and Post Report
Update your initial draft using the feedback
provided by your peers and teacher and then
post your report to your blog
Sample Blog Post
*http://www.clker.com/clipart-blog-icon.html

21. Authentic Literacy and Formative
Assessment Using Technology
Goal #3:
Learn how to use technology tools that
support authentic literacy and formative
assessment

22. Review Standards Being Addressed
Using InfuseLearning and the ELA Common
Core State Standards, determine one standard
that is being addressed in the previous activity
and outline how it is being addressed.
student.infuselearning.com
Room ID: 12012

23. Technology Tools Used
1.InfuseLearning
2.Socrative
3.Diigo
4.Google Docs - Forms
5.Google Docs - Documents
6.Blogger
* http://www.clker.com/clipart-9232.html

24. InfuseLearning
InfuseLearning is a formative assessment tool
that allows teachers to quickly assess students,
without any prior preparation
Question types include:
• Multiple Choice
• Free Response
• Drawing
• and more...

25. Socrative
Socrative is another formative assessment tool
that allows teachers to quickly assess students,
without any prior preparation
Question types include:
• Multiple Choice
• Free Response
• Vote on Free Response
• and more...

26. Diigo
Diigo is a social bookmarking tool, but it also
has additional features, such as highlighting of
webpages

27. Google Docs - Forms
Google Docs is an online office suite that
allows anyone with a Google account to create
and access their files anytime, anywhere
Forms are a type of Google Doc, which can be
used to collect data, as well as create surveys
and quizzes

28. Google Docs - Documents
Google Docs is an online office suite that
allows anyone with a Google account to create
and access their files anytime, anywhere
Documents are a type of Google Doc, which
can be used to write individually, as well as with
others

29. Blogger
Blogger is a free and easy to use blogging tool
that students can do to compile and share their
writing with the teacher, peers, and the world

30. Review of Authentic Literacy and
Formative Assessment
Using InfuseLearning, identify one technology
tool and share one way in which it supports
authentic literacy and formative assessment.
student.infuselearning.com
Room ID: 12012

31. Tool Time
Using InfuseLearning, vote for the top tool that
you would like to learn more about:
1.InfuseLearning
2.Socrative
3.Diigo
4.Google Docs - Forms
5.Google Docs - Documents
6.Blogger
*http://www.clker.com/clipart-10777.html

32. Explore InfuseLearning
student.infuselearning.com
Room ID: 12012

33. Explore Diigo
Student Teacher
m.socrative.com
Room ID: steinman

34. Explore Diigo
diigo.com

35. Explore Google Docs - Forms
docs.google.com

36. Explore Google Docs - Documents
docs.google.com

37. Explore Blogger
blogger.com

38. Authentic Literacy and Formative
Assessment Using Technology
Goal #4:
Design activity around authentic literacy
that incorporates formative assessment

39. Design Your Lesson
In a Google Doc, plan a lesson that incorporates authentic
literacy and formative assessment using technology tools. Be
sure to incorporate the following:
1. Identify a lesson you already teach and outline how it
could be modified to incorporate authentic literacy and
formative assessment using technology tools.
2. Identify the Common Core State Standards that you
would address in your updated lesson.
3. Discuss how technology is enhancing the teaching and
learning of lesson.
Once you are done, begin to develop your new lesson

40. Questions
?

41. Andrew Steinman
Educational Technology Consultant
at the Kent ISD
andrewsteinman@kentisd.org
@steinman