Design Project Final

DESIGN PROJECT, FINAL
Design Project: A Technology-Enhanced Formative Assessment Plan for Grade Six Science
Following the American Psychological Associations Guidelines
Group 3: Jesse Costello, Alex Lemon, Emily Varga, Danielle Verge, Angela Viola
ETEC-510 Final Assignment
Introduction
The intention of our design project is to create an engaging environment for formative
assessment that includes the use of quizzes, discussions, export reports, Venn diagrams, 3D modeling
and class badges within the parameters of a social network. The social learning network will allow
students the ability to participate in daily knowledge level assessments, receive badges, collaborate,
assess their peers, take polls, and to participate in both large and small group discussions. We have
chosen to use the Canvas Student Management System due to its ease of use and ability to facilitate
all of our ideas. We will be focusing specifically on assessment applied to the Grade 6 Earth and
Space Science: Exploration of Extreme Environments unit from the BC Grade 6 Science curriculum.
We will be assuming that our particular group of learners are all grade six students who all have one
to one access to personal computing devices, such as iPads.
Key Frameworks
Andrade, Huff, and Brooke (2012) define formative assessment as the ongoing, day to day
assessments that are used to identify individual strengths and weaknesses, assist educators in
planning future instruction, and help students in guiding their own learning, revising their work, and
developing self-evaluation skills. We are focusing on formative assessment so that we can enable the
students to take control of their own learning by determining their level of understanding. As well,
the assessments will provide teachers with rich information to inform their next step for instruction to
create student centered, constructivist learning.
Formative assessment is a very important component of an effective classroom and is
consistent with constructivist learning theories as it can be viewed as a dialogue between the
instructor and learner. The feedback from the assessment allows both the instructor and the learner to
adjust their methods in order to better meet learning needs. Kumar (2013) describes formative
assessment as a pedagogic tool which is used collaboratively by both teachers and learners to
enhance learning, adjust teaching and learning activities, and provide feedback on the efficiency of
teaching and learning acts and direct future path (p.754). This definition highlights the cooperative
nature between the teacher and the students. One can see how both the learner and the instructor will
be able to change their behaviours based on the feedback from formative assessment.
Furthermore, Roscoe, Derksen, & Curtis (2013) found that a substantial body of research
evidence shows that the best way to improve overall teacher effectiveness is to develop teachers
ability to integrate assessment into instruction and modify instruction based on the evidence
gathered (p. 49). Their findings are also supported by Lee, Feldman, & Beatty (2011) who found
that strengthening the practice of formative assessment produce significant, often substantial,
learning gains across ages, school subjects, and countries gains larger than most of those found
for educational interventions [] [Formative assessment] is particularly beneficial for traditionally
low achieving students, with potential to help narrow the achievement gap between students from
different socioeconomic strata (p. 155). Our assessment plan will be integrated into daily lessons
that include time for students to access our website with their iPad or other personal computing
device.
We have chosen technology enabled formative assessment because of the following
affordances. First, students taking quizzes with personal computing devices will allow them to
instantly see their results. Secondly, the learners will be able to repeat the quizzes as needed and
access information to review concepts they struggled with. Finally, for many learners there is less
pressure typing into a computer than there is speaking in a class or writing a traditional quiz; online
discussions and activities will allow a variety of students to share their thoughts in a safe
environment and provide them with time to edit and revise their ideas. Technology enhanced
assessment is important because of its ability to give immediate feedback to each student and
because teachers can respond to individual learning needs with greater speed, frequency, focus, and
flexibility (Andrade, Huff and Brooke, 2012, p. 47).
Another aspect of using technology enhanced formative assessment is the ability to assign
badges to our students. Abramovich, Schunn, & Higashi (2013) found that badges can be offered as
an alternative assessment that will increase learner motivation while maintaining high-quality
feedback. [] Similar to video game achievements, badges can be awarded for incidental activity in
addition to mastery of skills or demonstration of knowledge (p. 218). We will be able to set up a
system where students can achieve badges for both skills and performance, thus attempting to
motivate all students. Different badges should appeal to different learners. Some students will aspire
to receive academic success badges, while others will respond to badges given for learning new
skills.
Developing effective technology enhanced assessment will help improve student learning and
will improve educators abilities to adjust instruction to properly meet the needs of learners in an
engaging and effective way.
Intentions and Positions
The intention of our design is to create a digital learning environment that is supported by a
formative assessment plan, involves the integrated use of technology, and promotes student-centered,
collaborative and constructivist learning. The design is focused on a grade six science class in BC
that is studying extreme environments. The formative assessment component is intended to provide
students and teachers with ongoing data that informs and enhances the learning and teaching process
as the course proceeds (Black and William, 1998). Our digital learning environment relies on
formative assessment information generated through a series of quizzes and learning activities that
lead up to a final summative project. Educators will be able to adjust their approach, the materials
used, or the topics addressed in order to attend to concepts or skills that students require support with
prior to beginning their final summative project. Our intention is to use the formative assessment data
to provide students with additional support when needed through our additional resources pages
attached to each quiz and through direct support from a capable peer or an educator depending on the
level of additional support required as shown in Figure 1. The learning activities provide
opportunities for collaboration and discussion, allowing students to construct and co-construct their
own understandings of the concepts they are exploring. This is intended to allow the group to learn
from an exchange and refinement of their collective representations of the world (Jonassen, 1999).
Scholarship in education is highly supportive of the concept of incorporating assessment for
learning as a way of improving instructional practices and student learning outcomes. Roscoe,
Derksen and Curtis (2013) suggest that integrating assessment into the instructional process and
adapting instruction based on assessment results is the most effective means of improving teaching
practices according to a substantial body of research. When describing research based effective
learning environments, Beatty and Gerace (2009) also describe assessment centered learning in
which formative assessment plays a key role in providing feedback for instructors and students as to
which areas require further exploration and examination. Our digital learning environment addresses
these ideas through regular quizzes and constructivist learning activities designed to provide regular
feedback about areas in which students require further support. Students requiring further support
based on the formative assessment data, will be supported by accessing the additional resources
sections attached to each quiz and by receiving direct support from a capable peer or by the educator
themselves as shown in Figure 1. Incorporating technology into learning opportunities in an
integrated way is also supported by scholarly research. Technology has the capabilities to elicit,
collect, document, analyze, appraise and display kinds of student performances that were not
previously possible using more traditional assessment strategies (Quellmalz et. al, 2008).
Technology must be thoughtfully integrated into the learning process in order to take advantage of
proven educational outcomes (Oraifige, Heesom and Felton, 2009). Our digital learning environment
provides activities that will allow students to collaborate using tech tools such as presentation
software, discussion boards, Dipity, Creately and Tinkercad to demonstrate their learning throughout
the unit. Providing students with opportunities for collaboration and for constructing their own
understandings is also widely supported by educational research. These concepts stem from the
theories of Lev Vygotsky that stress the critical nature that social interaction and cooperation among
learners plays in the construction of knowledge (Kumar, 2013).
Counter-arguments to placing value on this particular set of outcomes could stem from lack
of training and experience among educators using different kinds of technology for formative
assessment. Careful planning and creative integration of tech-based learning and formative
assessment activities are limited by the skill sets of educators. Our digital learning environment
addresses this issue by providing teacher pages with related links to instructional videos and other
support tools for educators who are new to using the different technologies. Frequent assessment
could also be a very time consuming process. It may be difficult to facilitate learning activities,
conduct formative assessment and address individual learning gaps uncovered through the
assessment process. This issue is addressed through the additional resources pages attached to
each quiz, as students requiring minimal levels of additional support will be directed to move through
the materials on their own for review. Students requiring additional levels of support can move
through the additional resources pages with a capable peer for support and those students requiring
the most support could work through the additional resources with direct support from an educator.
The goals of our project are in line with the theme of twenty first century learning that calls
for a major change to traditional teacher centered paper and pencil teaching. In Canada, twenty first
century learning encompasses a wide range of themes including technology in the classroom and
student centered learning and assessment. These concepts are being increasingly embraced at the
provincial and district levels. In British Columbia the ministry of education has developed
framework for the increased integration of technology in the classroom.
The British Columbia Ministry of Education (n.d.) has created an Education Plan for
2013/2014" that highlights five key areas of focus. Our project meets the goals of two of these key
areas of focus including Quality Teaching and Learning Empowered by Technology. As part of the
technology initiative the ministry hopes to promote the use of technology for both students and
educators, improve assessment and increase digital literacy (B.C. Ministry of Education, n.d.). The
emphasis on assessment and technology for future education policies is very much in line with the
intentions of our project.
For the purposes of this project we will be using personal computing devices to host Canvas
in the classroom. As Canvas is very mobile friendly, it can be used on any mobile device so teachers
with devices from iPads to laptops can use this program. We decided to use mobile devices in our
classroom because they are small, light, easy to use and have a battery life that can last for the
entirety of a school day (Gliksman, 2013). The connectivity of mobile devices also allows students
and teachers to regularly and easily connect to the internet which is required for the use of Canvas.
One of the benefits of Canvas is its ease of access. Once the students have created a Canvas
account they can log into the website from any device without downloading any software. This is
particularly useful as it allows students to access the course content from anywhere and any device
with internet access. Students who wish to access the Canvas content on their own time can do so at
home on any personal computing device, and students who do not have access to personal computing
devices at home can still access Canvas from a library or community centre with internet.
Key Concepts and Contexts
The digital assessment tools that have been designed were targeted specifically for grade six
middle school science students in a classroom in which students have a one to one ratio to personal
computing devices. The particular concept that our design addresses involves the Earth and Space
science unit of the grade 6 curriculum (B.C. IRP, p. 44). This unit involves the study of the universe
and the skills, processes, and attitudes of science that will develop an understanding of the extreme
environments found on and beyond Earth. Students will explore technologies that are used to help
understand extreme environments as well as describe Canadas role in the development of these
technologies.
The assessment design used has been influenced by the context in which a grade 6 student
may learn, including their varied interests, prior knowledge, diverse learning style, needs, attitudes,
and perceptions towards science. Students bring to the classroom various levels of prior science
knowledge from their schooling and personal interests, which can influence their attitudes and
perceptions towards science. There also exists a diverse classroom population of learners including
low cognitive ability, learning disabilities, English as a Second Language, and behavioral disabilities.
We draw upon constructivism in order to provide an inclusive learning environment that welcomes
all learning types, attitudes, and perceptions towards science. The assessment tools that have been
designed incorporate collaborative learning environments to encourage students to assume
responsibility of their own learning. The tools also incorporate problem-based learning to allow
students the ability to use each others strengths to the advantage of the whole.
The difficulties associated with learning science can sometimes compound the learning
difficulties a student may have. Through assessment, we aim for students to augment their use of
scientific language to clarify their existing ideas to help them construct the scientifically accepted
ideas (Bell and Cowie, 2000, p.538). The types of formative assessment tools that we have
incorporated into our design will activate student interest and result in better performance
(Andrade, Huff and Brooke, 2012, p.47). In other words, we encourage students to build upon their
prior knowledge of the concepts surrounding extreme environments as they move through the
assessment tools in order to construct new science schemas. Our design will challenge students
cognitively to use the information provided regarding earth and space science in order to build
knowledge. Using one of the guidelines that Scardamalia and Bereitter (1994) used to outline their
research, we have used various assessment tools to encourage students to actively achieve a
cognitive objective such as those surrounding the unit of earth and space science. In doing so,
students will intentionally learn an earth and space science concept and be able to increase their
competency.
Our design frames the use of technology-based assessment in terms of assessment for
learning and assessment as learning. As indicated by Lee, Feldman and Beatty (2011), assessment
for learning is any assessment for which the first priority in its design and practice is to serve the
purpose of promoting students learning [] Such assessment becomes formative assessment when
the evidence is actually used to adapt the teaching work to meeting learning needs (p. 155). Our use
of frequent quizzes provides teachers with the ability to use this type of assessment for learning;
students will use the frequent quizzes to inform themselves of their knowledge base, and teachers
will use the quizzes to inform them of any adaptations that need to be addressed in student learning.
The quizzes allow for continual and immediate feedback regarding their understanding of the topics
10
surrounding extreme environments, as well directing the student to additional resources to support
the quiz topic.
We have also designed tools to be used as assessment as learning, whereby students will be
actively involved in constructing meaning surrounding various extreme environment topics in order
to facilitate their own learning. Assessment as learning allows students to assume a key role in their
learning by reflecting, self-assessing and improving their achievement. Our use of discussion forums
creates an opportunity for students to think deeply and participate in intelligent dialogue about key
ideas. We have designed the discussion forum to involve responding to at least one other students
reflection for each topic in order to facilitate dialogue and encourage students to reflect upon their
own perceptions of a discussion topic and respond to those of other students. We have also designed
an expert report assignment that is designed to engage students in a problem-based environment
where they can explore an extreme environment topic on their own, albeit with teacher guidance. In
this assignment, students are able to assume responsibility of their own learning and will work
collaboratively with group members to present their findings to a panel of scientists. The use of
timelines as an assessment tool is intended to give students the opportunity to explore on their own
the past developments of technologies in a specific extreme environment. The associated questions
and activities, as well as teacher presence, will guide the students towards constructing their own
theories about why some technologies were more successful than others and apply these theories in
assessing other technologies or designing their own.
This leads directly into the culminating assessment activity that we have designed that has
students demonstrating their scientific knowledge and skills by constructing a model of an extreme
environment vehicle. This is designed to engage students in a problem-based environment that they
can constructively demonstrate their understanding of the extreme environment unit. For each of the
11
above assessment tools, a rubric is provided to serve as a criterion-reference to evaluate the students
performance in relation to the prescribed learning outcomes for each tool. The rubric allows students
the ability to guide their progress through each assessment type, as well as be used as a peerevaluation and teacher-evaluation. In each case, the rubrics included are intended to be used as a
guide; the teacher would ideally create a similar rubric in class with students so that students can
develop a sense of what high-quality work looks like.
Our use of assigning badges to students based on accomplishments, skills, or knowledge
provides an opportunity to use assessment as learning. Being awarded a badge provides an
alternative form of assessment in the form of high-quality feedback while simultaneously eliciting a
sense of ownership of a students knowledge of a topic. This can also affect learning performance
since motivation can predict future learning performance (Abramovish, Schunn and Higashi, 2013,
p.230). We have incorporated a badge framework into our design that aligns directly with the
particular learning outcomes for the associated assignment, report, discussion, or quiz. Each badge
awarded means that the prescribed set of expectations have been met, and provides students with
immediate feedback as to whether or not the requirements of the assessment have been met. For
example, to be awarded that badge associated with Quiz #1: The Foundations of Extreme
Environments, students must achieve a score of 70% or higher.
Interactivities
We created a technology enhanced formative assessment plan for one unit of learning in a
grade six science face to face classroom where students have access to a personal computing device
on a one to one basis. To access our assignment, please use the following link:
https://canvas.instructure.com/courses/845652
12
We choose to house the assessments in a class shell in Canvas. This would require students to
have a valid email address and sign in for a Canvas account. This would only need to be done once
and the materials (teacher and student) are then housed in one location. Whenever possible, we have
avoided additional logins for students or diversions from the Canvas shell. In fact, a major reason
that we chose to house the assessments on Canvas as opposed to Edmodo was our ability to decrease
the number of times that the student was diverted from the main shell.
A Social Learning Network
The use of Canvas as a Learning Management System (LMS) allowed us to integrate an
aspect of social collaboration online. Students are encouraged to engage in peer assessment and
group discussions online to enhance the face to face engagement that the teacher in encouraging in
the classroom. The online interactions may allow different students to feel comfortable engaging in
discussion or allow students the time required to reflect on their response. Allowing students to be
involved in a community is consistent with Beatty and Geraces (2009) second principle of TEFA,
develop students understanding and scientific fluency with dialogical discourse (p. 153).
An Online Badge Framework and Award System
Badges can have many purposes in the classroom. They can serve to motivate learners
(Abramovich, Schunn & Higashi, 2013), to map a learning sequence for students or view the learning
sequence that has been chosen by the student (Rehak and Hickey, 2013). Our badge framework is
designed for all the aforementioned purposes and align with the following design principles:
badges will not be awarded for formative assessments
13
badges will have measurable learning objectives that align with BC curriculum standards (Itow and
Hickey, 2013)
function as feedback for formative assessment
provide clear expectations for student achievement in the form of rubrics
house achievement standards for badges in a common location (Randall, Harrison and West, 2013)
A Sequence of Frequent Knowledge Testing Activities
Frequent formative assessments enhance long-term retention of knowledge and help establish
a relationship with the teacher when feedback is given (Kwan, 2011). The assessments that we
designed will require both student and teacher action (Bell and Cowie, 2000), include self and peer
evaluations (Andrade, Huff and Brooke, 2012) and align with BC curriculum learning outcomes.
Verifications
Dick and Careys (1990) model for Instructional Design presents the use of both formative
and summative assessment. According to Clark (n.d.) formative assessment focuses on the process
and is the assessment of the design and instruction in progress; whereas summative assessment is
more focused on the outcome than the process. An appropriate method of formative assessment
would be the discussion among designers and teachers about the success of the formative assessment
design, the one-to-one and small group evaluations that are referred to in Dick and Carey (1990,
p. 16). These are the evaluations that we conducted as a group of designers by discussing the design
and its ability to meet the learning as we designed it. At each iteration of the design, we would take
the design a little further in development, guided by the feedback of the group and the design goals.
The field evaluation would occur as the teacher is implementing the formative assessments.
14
Teachers may use data such as anecdotal student data about their success with the assessments, visual
observations of student engagement, informal questioning to students and other qualitative methods.
Since our design project is composed of a series of formative assessments, the formative and
summative assessment results, to an extent, can be used to measure the success of the design as well.
Figure 1: Formative assessment plan for teacher use.

This data from the students will help to identify difficulties experienced by the students. As a
result, the teacher may revise the activities by modifying the manner in which they are implemented
in class, providing additional assistance to students or directing the student to the additional resources
in the Canvas shell.
A summative evaluation in this case, aside from the evaluation that we will receive from our
instructor, would only be appropriate if the teachers or designers had the resources to implement
15
additional change to the Canvas shell. Appropriate methods of collecting data for a summative
evaluation would include student and teacher surveys or focus groups (Clark, n.d.).
Group Reflections and Connections
It is fair to say that the design project has been a learning experience for the group in terms of
design process as well as making connections to the theory. As we set out to design a formative
assessment resource for teachers to use in the grade 6 classroom, we wanted to adhere to
constructivist principles as well as use current technologies. As is pointed out by Jenkins (2004),
computer assisted technologies for assessment have, in the past, been primarily external motivators
and lead to surface learning. As a group, we decided that in order to ensure that our formative
assessment plan provided meaningful diagnostic information that we would include carefully planned
assessments that were varied in format, had clear objectives and criteria for students and teacher
guides that discussed the learning goals and how to assist students in meeting them. The key piece of
knowledge that was contributed at this point was the paper on Technology Enhanced Formative
Assessment (TEFA) by Beatty and Gerace (2009).
We also found that at the outset of the project, our focus was more on the technology and
what platform to use. As we moved ahead in the project we realized that the focus needed to be on
the BC curriculum that were brought forward to the group, which is essentially the resource for the
first three steps in Dick and Careys model. As we began to focus more on the curriculum documents,
it became clear to us how we could develop the assessment instruments. As we developed the
assessments, we also saw the need for a guide for teachers that included the specific learning
outcomes and prompts for students. This teacher guide makes the formative assessment of the
instruments possible by engaging the teacher in the specific product and behaviours that they should
be observing from students.
16
Our original intent was to house the assessments on a social learning network, specifically
Edmodo. As we explored Edmodo, we realized that we would be housing most of our assessment
items elsewhere, for example as a quizlet or google document. As such, it was suggested that we use
a learning management system to design, store and deliver the assessments. Canvas allowed us to
easily set up a free shell, provides excellent mobile use, and was very simple to use.
References
Abramovich, S., Schunn, C., & Higashi, R. (2013). Are badges useful in education?: it depends upon
the type of badge and expertise or learner. Education Technology Research and Development,
61, 217-232.
Andrade, H., Huff, K., & Brooke, G. (2012). Assessing Learning. Students at the Center: Teaching
and Learning in the Era of the Common Core. Boston, MA: JFF. Retrieved from
http://www.nmefoundation.org/getmedia/dc8d7c02-8bb8-494f-8beed766bd55834a/Assessing-Learning-Students-at-the-Center
Beatty, I. & Gerace, W. (2009). Technology-Enhanced Formative Assessment: A Research-Based
Pedagogy for Teaching Science with Classroom Response Technology. Journal of Science
Education and Technology, 18, 146-162.
Bell, B. & Cowie, B. (2001). The characteristics of formative assessment in science education.
Science education, 85(5), 536-553.
B.C. Ministry of Education. (n.d.). BCs Education Plan. Retrieved from

http://www.bcedplan.ca/assets/pdf/bc_edu_plan.pdf
17
Black, P. & William, D. (1998). Assessment in classroom learning. Assessment in Education:

Principles, Policy & Practice, 5(1), 7-74.
Clark, D. (n.d.). Types of Evaluations in Instructional Design. Retrieved from

http://www.nwlink.com/~donclark/hrd/isd/types_of_evaluations.html
Clark, W. & Luckin, R. (2013). iPads in the Classroom. Retrieved from
https://www.lkldev.ioe.ac.uk/lklinnovation/wp-content/uploads/2013/01/2013-iPads-inthe-Classroom-v2.pdf
Dick, W. & Carey, L. (1990). Introduction to instructional design. In The systematic design of
instruction (Chapter 1, 2-11). New York: Harper Collins.
Gliksman, S. (2013). iPad in Education for Dummies. Hoboken, NJ: John Wiley and Sons, Inc.
Itow, R. & Hickey, D. (2013). Design Principles for Assessing Learning with Digital Badges.
Retrieved from http://www.hastac.org/blogs/rcitow/2013/05/30/design-principles-assessinglearning-digital-badges
Jenkins, M. (2004). Unfulfilled Promise: formative assessment using computer-aided assessment.
Learning and Teaching in Higher Education, 1, 67-78.
Jonassen, D. (1999). Designing constructivist learning environments. In C. Reigeluth (Ed.),
Instructional design theories and models: Volume II. Mahwah, NJ: Lawrence Erlbaum.
Kumar, A. (2013). Formative assessments as pedagogic tools. International Journal of Human
Sciences, 10(1), 750-759.
18
Kwan, F. (2011). Formative assessment: the one-minute paper vs. the daily quiz. Journal of
Instructional Pedagogies, 5, 1-8.
Lee, H., Feldman, A., & Beatty, I. D. (2012). Factors that Affect Science and Mathematics Teachers
Initial Implementation of Technology-Enhanced Formative Assessment Using a Classroom
Response System. Journal of Science Education and Technology, 21(5), 523-539.
Ministry of Education, Province of British Columbia (2005). Integrated Resource Package: Science
Grade 6, pp. 44-46.
Oraifige, A., Heesom, D., & Felton, A. (2009.) Technology supported learning (TSL) for formative
assessment. Engineering Education, 4(1), 61-67.
Quellmalz, E., DeBarger, A., Haertel, G., Schank, P., Buckley, B., Gobert, J., Horwitz, P., & Ayala, C.
(2008). Exploring the role of technology-based simulations in science assessment: The
Calipers Project. In J. Coffrey, R. Douglas, and C Stearns (Eds.), Science assessment:
research and practical approaches (pp. 191-202). WDC: National Science Teachers
Association.
Randall, D., Harrison, B., & West, R. (2013). Giving Credit Where Credit is Due: Designing Open
Badges for a Technology Integration Course. Tech Trends, 57(6), 88-95.
Rehak, A. & Hickey, D. (2013). Digital Badge Design Principles for Recognizing Learning.
Retrieved from http://www.hastac.org/blogs/andirehak/2013/0Science Scope;Jan2013, Vol.
36 Issue 5, p485/20/digital-badge-design-principles-recognizing-learning
Roscoe, K., Derksen, A., & Curtis, K. (2013). Using presentation software to integrate formative
assessment into science instruction. Science Scope, 36(5), 48-59.
19
Scardamalia, M. & Bereiter, C. (1994). Computer support for knowledge-building communities. The
Journal of the Learning Sciences, 3(3), 265-283.
Appendix
Individual Reflections and Connections
Danielle Verge
This design project was a learning experience for me. I had the opportunity to work with
four intelligent educators who challenged me along the way and helped me develop lessons and ideas
that I would not have been able to on my own. When we first picked our groups I was very excited
about the idea of assessment in technology enhanced learning environments but was new to the
concept. My initial ideas were to stick specifically to the iPad in the classroom, perhaps because it is
widely used in elementary schools in Vancouver, and also because it is a neat device that students and
teachers are excited to use. I also faced the challenge of not having the opportunity to work with
students in the class right now. As I am working in an office, I really appreciated the insight and
input from my group members who work in a classroom environment.
Our concept developed along the way. When we were creating our design proposal, we
focused on assessment and decided to narrow it to formative assessment. I had some ideas as to how
we could incorporate formative assessment into the classroom, but I was mostly envisioning the
20
technology to mimic traditional assessment practices. This is one of the conceptual mistakes I
became aware I was making when I was reading articles for this class. I realized that my concepts
needed to change so that I could imagine using technology as an enhancement for formative
assessment and not just a different device producing the same effects.
We looked at a number of different programs as potential hosts for our concept. I looked at a
few tutorials and downloaded a few applications onto my iPad. I had fun learning how to use these
programs, and took program suggestions from my group. I think we all tried a number of different
programs. We were almost sure we would use Edmodo, but we felt it was not as user friendly as it
could be. I had a difficult time switching between functions on the app and was easily confused. It
was not until Angela suggested the use of Canvas that we saw a program we could all get behind.
When I explored Canvas, I saw how we could really assist a classroom. Canvas was easy to use as a
student and a teacher. I began to grasp how educators can enhance learning by making assessment
and feedback more readily available and by empowering students to access additional sources as
required and extending the learning to any environment.
Jesse Costello
Creating this design project was challenging at times and involved shifting plans and
teamwork to create our project. Initially our group was focusing on how to use technology to best
create our assessment plan. We spent time looking at iPad apps that we thought would be useful and
engaging and explored the affordances of Edmodo. Our original plan was to find technology we liked
and then fit the content to work with it, however, we realized this wasnt the best plan and we needed
to think more about the content and the learners first. While we had been instinctively following
portions of Dick and Careys design plan we hadnt done so systematically. We basically restarted
our design part way through taking a more methodical step by step plan for our assessment plan.
21
We took a closer look at the BC Science 6 IRP which really helped us to focus our planning.
We realized that it was necessary to create more varied types of assessment. We made sure that each
assignment provided supplementary information for both teachers and students. By looking more
carefully at the learners and the content I believe that we made a much more effective assessment
plan. I believe it to be engaging, meaningful, and will allow the students and teachers to make
adjustments as needed based on the outcomes of the assessments.
We also wanted to be able to house all of our plans in one location. It became clear that
Edmodo wasnt going to be as useful as we first thought. The main reason being that we would have
to use links to other sites or programs. Looking at other options it appeared that the Canvas student
management system would be able to house all our needs in one location. Canvas was very mobile
friendly and would work well for a class with access to personal computing devices.
Personally, I found that I have learned a lot about designing effective assessment. While I
have used the curriculum documents for all of my classes, Ive never taken the time to really
thoroughly examine them as it can be overwhelming to look at the thousands of total pages. I found
that the document really helped me to narrow down effective ways to assess each learning outcome. I
think that I have made a shift in my planning methods going forward. Combining aspects of Dick and
Careys method with the information in the BC IRP really helped me to organize my planning.
I also found that choosing a technology and fitting curriculum to it just doesnt really work
out. It is much more important to start with the learners and the content and then use technology to
expand the learning.
Angela Viola
22
Looking back at the design project, I understand that the purpose of the assignment was to
connect theory to practice by creating a large scale media design that would be appropriate for
implementation by the target audience. I felt a number of challenges in making the connections that I
know the assignment was intended to make.
Firstly, we started by developing the proposal without developing the media. We did this with
the intent of focusing on the theory, but the result was that we did not have a clear idea of what we
intended to design. So the focus on theory was not providing the direction that we required to start
designing. As a group, we developed some plans for design, but did not test them adequately before
handing in the proposal.
After the proposal, we discussed in more depth the platform for delivery of a formative
assessment plan and the possible implementation of such a plan. At this point a number of things
became clear in our design. We required a platform for delivery that was simple for students and
teachers to use. The learning curve for the tools must not overpower the intention of the tool. The
teacher guide for using the tool was an important aspect in the design and implementation of the tool.
The teacher needed to understand how the formative assessments were intended to be implemented.
This resulted in the flowchart in our paper as well as on the Canvas shell. It also prompted us to
design teacher pages in Canvas and to be mindful of the settings of assignments in Canvas.
I struggled to make the connections between constructivist learning design and Dick and
Careys design model. Even the literature suggested that the two were contradictory. In the end, I feel
that we attempted to meet the criteria set out by Dick and Carey, but may not have followed their
process as their model intended. It was necessary to begin the design before completing some of the
preliminary stages.
23
All in all, the project allowed me the opportunity to connect BC curriculum with design
principles and aspects of formative assessment while we constructed an assessment plan that could
be used by BC grade 6 teachers.
Emily Varga
This design activity has taught me that, while I have unknowingly been addressing the design
criteria and have been designing activities for years, there is much more that goes into designing an
effective tool than I originally understood. I began the design process with the understanding that we
were going to create various assessment tools that could be used in a grade six science classroom,
and began entertaining the different ways in which we could incorporate technology into our
assessment tools. Immediately I began considering a list of online tools that I have previously
worked with, such as Quizlet for online quizzes and Google Docs for discussions and collaboration.
Many of such tools were considered in our preliminary group meetings, but once we began delving
into the contexts that will influence our choices in assessment tools, we began to consider our options
more carefully.
Dick and Careys (1990) systematic design model influenced our design options greatly,
especially when identifying the goals and contexts of our design. It was interesting to me that we
were following Dick and Careys design model even before revisiting their paper; our design skills
had been developed through prior experience and knowledge even though most of the group had not
had much experience with course design. Once we refined our assessment tools options, we needed
to decide on a platform in which to present our design. We had actively pursued using Edmodo, as it
fit our criteria of being a social learning environment in which we could have students complete
various polls, quizzes, discussions, and would also house links to outside sites. I favored Edmodo
over some of the other social learning environments that we had toyed with due to its appealing
24
interface and various apps and tools. I had actually intended to use Edmodo for one of my previous
classes for these reasons, as well as having an easily accessed site to post reminders and topic
relevant links, but had decided against using it due to its limited storage capacity. While our design
project did not have the same requirements I had for my class, we still decided to move towards a
different learning environment that could house all of our tools internally as opposed to redirecting
students to outside sites. When one of the group members suggested we use Canvas as our learning
environment, I was immediately impressed with its interface, easy navigation, and vast amounts of
syllabus options that were available. As a group we designed our assessment tools as a class module
that would be used alongside regular classroom instruction, and I can say that I would definitely
consider using Canvas in a similar fashion.
This design project has allowed me to systematically analyze my intentions behind the
activities I use as well as the contexts and learning checks that need to be considered when reaching a
final design product.
Alex Lemon
The design project has been an in-depth learning experience and a great opportunity to work
closely with a group for a significant portion of a MET course. I was excited about the chance to
work with new tech tools and think about ways in which technology can support assessment.
Our design work was heavily influenced by the detailed feedback we received from our
design project proposal. As a group we went through the feedback carefully and talked about how
we were going to address each of the suggestions. Some important decisions were made at this point
that I felt were extremely helpful to our design process. We began going through the BC science 6
curriculum documents in detail so that we had a better understanding of the learning that was
25
expected. There was significant information in these documents regarding assessment practices,
which guided our decisions about the types of interactivities we created in our learning environment.
Another decision we made at this point was to follow Dick and Careys (1990) systems approach
model to guide our planning. I found it interesting to see how closely we had followed the steps on
own prior to referring to the literature.
I think what I have learned most about this opportunity is the importance of designing a
learning environment with a framework and learning outcomes clearly defined in the early planning
stages. It is easy to be persuaded by a particular app or tech tool that is new and exciting, despite
how well it fits with the students and outcomes being addressed. Following a design framework
helps to ensure that the design process stays closely connected to learners and desired outcomes,
giving students the best chance to construct meaningful new connections.

Design Project Final

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Design Project Final

Hochgeladen von

Copyright:

Verfügbare Formate

DESIGN PROJECT, FINAL