1. Blended e-Assessment: Capturing student learning

3. Same, Same; but Different

4. What this is. What this isn’t.
A different way of thinking,
awareness and approach.
Is a practical way of using the
best of what we currently do
and tweaking it a little with the
aide of technology.
Working smarter; not harder
Same, same; and not different
thinking; status quo.
Throwing the baby out with the
bathwater.
Loading more on top of our
already busy workloads.

5. So…
Do we want fear to stop us from moving forward?
Or do we want to get stuck-in and have a go?
Do we want to have information/data everywhere
that we can’t keep track of?
Or do we want to have a way of keeping it all
together, so we can access it easily?
Do we want to feel as though we aren’t quite
achieving what we want to?
Or do we want to make a positive difference to
our learners as well as the way we teach and
assess?

6. Intentions of this workshop
We are charged with making OTJs in Numeracy and Literacy.
• This workshop will showcase and assist us to further explore how we
might optimize and integrate the use of technologies to capture
evidence of student progress and achievement as a part of our
formative assessment classroom practices.
• It will also explore how technologies can be utilized within the
assessment moderation process.
• It will also explore how we might do so in a manner that actively
involves both the student and their whanau.
• Explore means of managing/storing ‘evidence’ for making an OTJ.

7. Procedure for this learning
• Information on Formative Assessment
• Information on OTJ Requirements
• Teaching, then “playtime” with different
eTools to assist us in capturing student
learning in relation to the NZC Standards
• Demonstration on ways of engaging
whanau in the process.
• Example of means of collating and storing
assessment data.
• Question time.

8. “Assessment is for the
purpose of improving
student learning”
NZC

9. Involves students
Benefits students
Supports teaching
and
learning goals
Is valid and fair
Is planned and
communicated
Is suited to the
purpose
Characteristics of Effective Assessment

10. What is Formative Assessment?

11. OTJ
Assessments
Observations
Learning
Conversations
Knowledge of the Learner

12. Making An Overall Teacher Judgment
(OTJ)
Making an OTJ involves drawing on and
applying the evidence gathered to a
particular point in time in order to
make an overall teacher judgement
about a student’s progress and
achievement in relation to the NZ
Curriculum Standards.

13. Healthy OTJ Pyramid
Tests/assessments
Observations
Learning Conversations
Use Most
Use
Often
Use
sometimes

14. An OTJ also needs to made based on:
What the student can do independently, most of
the time.
Cross text-type/strand evidence
Multiple sources of triangulated evidence.
Cross curricular evidence.

15. It is not now adequate to keep all
this information in our head; we
need to have
justifiable ‘evidence’.

16. But hang on a minute…

17. How are we going to manage all this?

18. Do we want to end up like this at
the end of each day??

19. We need to find a way of
working smarter;
not harder.
Scrooge McDuck

20. Formative
Assessment Practices

21. Tools we will look at…

22. Wallwisher:An online noticeboardwherepeople can
share informationand ideas with others. Images,videos
or audio links can be added to the wall.

23. What ICTs or eLearning tools are
you currently using within your
Formative Assessment Practices,
and how are you using them?
Eg:voicerecordingsusingphone,StudyLadder
Add your contribution to the wallwisher

24. A wiki showing different uses of Wallwisher in
Education
32 interesting ways to use Wallwisher in the
classroom
Click here to have a go at making your own
wallwisher.
Add a comment with either audio, an image or
video.
Take3 mins to look through these examplesand
consider how you could use Wallwisher to collate
evidenceof student learningand achievement.Share
your ideas with the person next to you.

25. Twitter – micro blogging
Twitter is a free social networking and micro-blogging tool.
Tweets can be sent (up to 140 characters + video or photo
links) via phone, instant messaging, or from a computer
using a third party application such as Tweetdeck or
Hootsuite.
It has been used in High School contexts for students to
text-in summarising notes around lessons or readings.
Tweets can also be in the form of a question that students
answer. Alternatively students pose the questions based on
their learning needs.
Tweets can also be embedded into a class blog.
Information on getting started with Twitter
100 ways to use Twitter in Education

26. Voicethread
A collaborative,multimedia slideshow that
holds documents, media and videos.
It allows people to navigate slides and leave
comments in 5 ways: voice (mic or phone),
text, audiofile or video (via webcam).
A voicethread can be shared with others for
collaboration.

27. Voicethread used Formatively
Lets have a look at an example
Use your handout to place where you think each example would
sit in relation to the NZC Standards

28. How might each of the Voicethread maths
examples link with the NZC Maths Standards?
After 3 years End Year 4 End Year 5 End Year 6
Apply basic
addition facts and
knowledge of
place value and
symmetry to:
Continue or
partition whole
numbers
Find fractions of
sets, shapes and
quantities
Apply basic
addition and
subtraction facts,
simple
multiplication
facts, and
knowledge of
place value and
symmetry to:
Combine or
partition whole
numbers
Find fractions of
sets, shapes and
quantities.
Apply additive
and simple
multiplicative
strategies and
knowledge of
symmetry to:
Combine or
partition whole
numbers
Find fractions of
sets, shapes and
quantities
Additive and
simple
multiplicative
strategies flexibly
to:
Combine or
partition whole
number
, including
performing mixed
operations and
using addition and
subtraction as
inverse operations
find fractions of
sets, shapes, and
quantities

29. Have a go with adding a
comment to this Voicethread…
https://voicethread.com/share/3314769/
(You will need to sign in)
Next: Have a go at making a
voicethread of your own and inviting
someone from our workshop to
comment in it.
(You will need to sign in)
http://voicethread.com/

30. Voicethread - take3minstolookthroughsomeof
theseexamples.
• Suzie Vesper’s wiki on using VoiceThread
• Wiki on Voicethread in Education
• http://voicethread.com/?#q
• 26 ways to use Voicethread
• Explanations:
• http://voicethread.com/?#q.b409.i848804
• http://voicethread.com/?#q.b908650.i4836718
• EXAMPLES:
• Using voicethread for ESOL Learners
• 5 STEP WRITING PROCESS: STUDENT EXAMPLE OF HOW THEY
HAVE USED IT USING VT:
http://voicethread.com/?#q.b12295.i79991

31. A couple of tools for self and
peer feedback, or recording
learning conversations.
•Vocaroo
•Jing
•Wordle/Taxedo

32. Vocaroo
A fabulously easy tool to use to record learning conversations,
moderate running records, etc. Recordings can be easily
downloaded to MP3 without hassles.
Have a little play with using it. Vocaroo.com

33. Lets have a play with using
vocaroo for running record
moderation purposes.
(see handout)

34. Jing can be used to:
• record feedback on student learning for
students to access later,
• take a screenshot to share,
• Record tutorials (similar to Khan Academy
approach)
• record learning conversations/conferencing,
• Hyperlink or embed into other platforms eg:
eportfolios.
Nikole – maths example

35. www.wordle.net /www.tagxedo.com are sites
that createa “word clouds” of any pasted text,
with the highest frequency word appearing the
largest.

36. Play time
Click here to have a play in wordle… or here
for tagxedo
Task:
Copy each piece of student writing and
place it into the wordle (one at at time).
What next step feedback would you give to
the student? (see next slide for writing)

37. Place each story into a wordle. What next steps would
you give the students?
1:
One morning I woke up and I was turned around in my bed. Then I fell off! I walked
downstairs and I almost fell over my dog. Next I fell asleep in my weetbix and my
brother stole my toast!
Then I had to walk to school because our car ran our of gas. I was late for school
and I got stuck outside in the rain! Guess what? I really didn’t like this day at all.
2:
You should never race a cheetah. Do you know why? Because you’ll always lose.
That’s because cheetahs are very fast runners. They can run up to 75 miles per
hour.
The cheetah gets its food by running. But sometimes the lion takes over and grabs
the food. That’s mean!
Cheetahs are carnivores. That means they eat meat. Their prey are gazelles and
rodents. The cheetah lives and finds food in Africa.
The cheetah and lion eat each other. If the cheetah is weaker, the lion eats the
cheetah, and it’s the same with the other.
The cheetah has up to three to five babies. The cheetah has larger litters than other
cats, but on average only two cubs live into adulthood. Cheetahs are amazing. I
hope you like cheetahs. I know I do!

38. Showing learning progressions in
writing.

39. Telescopic sentences
This is a great tool that can be used within student writing to
help them edit/extend their sentences. Information can then be
kept using a hyperlink or “Jing” learning conversation to show
learning progression.
Example with Ameila – via Jing
http://ossroom1.blogspot.co.nz/2011/09/telescopic-text-
model.html
Click here to have a go at creating one of your own

40. Etherpad (no log-ins required)
This is an online collaborative writing tool that
allows for “chat”/”feedback”
Let’s have a look at an example of it being used.
You could also have one pad per student over a
term to show their writing progress.
Let’s have a look at how we make an Etherpad

41. View -> Toolbars -> Reviewing -> Track changes -> Accept changes
on
Courtesy Jill Hammonds, CORE

42. off
Need to go to the “review” menu first.
Courtesy Jill Hammonds, CORE

43. Add/insert a comment in word
or google docs

44. Blogging
Can be used like an online
reflective journal

45. Choosing a Platform
• Blogger is a free, online blogging tool that is particularly useful
for inexperienced or first-time users because of its ease of
use. You need to have a gmail account.
• Edublogs is a free, online blogging service created specifically
for educators with no advertising and a host of customisable
features.
• 21Classes is a free hosted service that allows teachers to easily
set up and manage a multi-user blog environment for
students.
• Wordpress is a free, hosted blogging sevice offering advanced
functions that are useful in a class or school environment.

46. And a coupleof great sites to explore to see how Blogs
are being used… take a few momentsto explore these
links.
• http://www.cloverlea.school.nz/?page_id=708
• Voicethread in a blog: http://voicethread.com/?#q.b3063383.i16222961
• http://frimleyjuniorschooldiscovery.blogspot.co.nz/
• Using blogger in Formative assessments
http://softwareforlearning.tki.org.nz/Snapshots/Blogger
• Clare Amos’ english blog:
http://englishwithamos.pbworks.com/w/page/19096996/Your%20English%20Blogs
• Teacher using blogs in maths to communicate with parents around the learning:
http://frimleyacceleratedmaths.blogspot.co.nz/
• Connecting with parents to extend learning via blog:
http://fsturfrey.blogspot.co.nz/2012/05/room-8-loved-having-conversation-with.html
•
Google blog: Google Blog: http://bling4yrblog.blogspot.co.nz/

47. Beeclip EDU
• Free online scrapbooking tool that can collate student
learning. It can also be embedded into an eportfolio platform.

48. Google sites
• A platform that a lot of schools are now using as their
ePortfolios.
VLN discussions on use of Google Sites
You tube clip on creating a google site

49. RubiStar
An example of a rubric on reading and
analysing information

50. Survey Monkey
(Free sign in)
It can assist in check-pointing where student are
with their learning, or to gauge their attitude
(similar to eAsstle attitudinal surveys).
NOTE: Google docs also has this facility

51. Cellphone, ipads or video
cameras
These are fabulous tools because they allow
for instant and unobtrusive data gathering.
This is one teachers reflection about how
she began using her cellphone to record
student learning in maths

52. An example of tools in action; linked with
NZC Reading Standards

53. ebooks and book reviews
Oxford Owl

54. Book reviews
«
http://vocaroo.com/

55. Unistructural Multistructural Relational Extended abstract
Define
Identify
Do simple
procedure
Define
Describe
List
Do algorithm
Combine
Compare/contrast
Explain causes
Sequence
Classify
Analyse
Part/whole
Relate
Analogy
Apply
Formulate questions
Evaluate
Theorise
Generalise
Predict
Create
Imagine
Hypothesise
Reflect
SOLO TAXONOMY
(after Biggs and Collis 1982)
Prestructural

56. Review Questions
• What was the title of your text, the
author and the illustrator?
• What type of text is it?
• Describe the main events/pieces of
information in the text.
• How does this text compare to others
you have read that are similar?
• Who might be interested in reading this
text (audience) and Why?

57. Links with standards…
After three years at school:
Integrate and confidently use comprehension strategies,
including :
• Making connections between ideas in the text and their
prior knowledge in order to make simple inferences
• Identifying and keeping track of ideas and information
across longer sections of text
• Evaluating information and ideas within a text in terms
of their purpose for reading
• Identifying a writer’s purpose for writing and explaining
how they identified it.

58. Linking with QR - Codes
Placing QR codes onto Library books
Great also for Wide Reading - Secondary

59. Engaging Whanau/Family
“(We need to be…) Working with
parents and caregivers as key
partners who have unique
knowledge of their children and
countless opportunities to
advance their children’s
learning.”
NZC

60. Parents and the wider
community will also need to get
better at understanding
assessment information and
interpreting it in ways that
support learning.
DANZ

61. Culturally responsive assessment
practices
It builds bridges of
meaningfulness between home
and school experiences as well
as between academic
abstractions and lived
sociocultural realities
(Gay, 2000)

63. How could you further engage
whanau/family in gathering
information about their child’s
learning ?

64. And you may be thinking…
This is all well and good, but how
are we going to store/manage
all this ‘evidence’?

65. OTJ Tracking Sheets – trialphaseatmoment
Writing OTJ Tracking Sheet
Reading OTJ Tracking Sheet
Maths OTJ Tracking Sheet

66. What do we need to consider when
seeking eTools that will support
Assessment for Learning practices?
• Students actively involved and their learning
at the heart of the process
• Dialogue evident
• Formative practices... Not ongoing
summative practices.
• Addresses characteristics of effective
assessment.
• Choose the right tool for the job.

67. Wanted!
An electric potato peeler!