Reflecting on my personal experience, learning in prior courses, and Discussions, I want to briefly discuss and support my choices in the design. The design is of an EDU602 activity to demonstrate my attainment of Program Learning Outcome 6 to “design learning opportunities that apply technology-enhanced instructional strategies to support the needs of all learners” and Program Learning Outcome 7 “Utilize technology to collect and analyze data, interpret results, and communicate findings
There is no doubt that UDL has revolutionized learning. As an instructional designer in the 21st century, I want all my students to be engaged, and the course work to be accessible to a wide range of students with different needs. The purpose of assessment is to collect pertinent information about student performance, to determine student interests, and make judgments about their learning process. After receiving this information, teachers can reflect on each student’s level of achievement, as well as on specific feelings of the group to customize their teaching plans. “Engagement is essential for the learning process, so learning how to use resources strategically towards given demands in a task can encourage resourceful, goal-driven, purposeful learning” (http://castprofessionallearning.org).
In this assignment, I incorporated the principles of the Backward Design Model and the constructionist theory of learning in the process. With the Backward Design Model, learning outcomes are created first, followed immediately by the design of assessments that will measure student achievement. The logic is that by having the learning outcomes always present when designing learning assessments, the lesson will better reflect the skills and knowledge outlined by the learning goals. Assessment-literate teachers use assessment results to adjust instructional strategies. Teachers use data in multiple ways, including identifying student strengths and weaknesses, determine approaches to remediation or re-teaching, to pace lessons, identify curricular topics, and differentiate or make grouping decisions.
I chose Socrative because I am familiar with this tool, and it uses exercises, polls, quizzes, and games that can be accessed using smartphones, laptops, and tablets. I can easily create a quiz on the subject matter as we progress in the lesson. Socrative will instantly grade, total, and provide graphs of results to help me to identify opportunities for further instruction. I can also benefit from the one-to-one use of this tool by automatically sending questions to students. In an online platform using Socrative, I can write queries that correspond with the lessons, pre-scheduling them, or sending them to students on-the-spot. Because they quickly and privately respond using devices, I should not have trouble eliciting answers from those who do not typically raise their hands or have difficulty meeting publicly.
Moreover, since I can send questions at any time using these platforms, they work for quizzes, activities, entry, and exiting the classroom. I can use Socrative as a way to activate the students using this as an instructional resource that allows a teacher to get students involved with each other in discussions and working groups that can help improve student learning and instruction.”Effective use of technology for formative assessment offers immediate learning feedback to students and can free up the instructor to provide feedback on more complex matters” (Bedard-Voorhees, Johnson, & Dobson, 2011, p.15, par.4).
The performance task (skit) is an authentic summative assessment. “Performance Assessment (or Performance-based) -- so-called because students are asked to perform meaningful tasks” (https://www.edutopia.org). This task meets the parameters of a summative assessment because it gauges a pupil’s performance at a precise point in their learning. It provides information about student's progress in subject knowledge, understanding, as well as skills and capabilities. The characteristics involved and developed through the classroom skits are that it promotes individual accountability; each student is responsible for a specific part of the skit production and contributes to other portions as needed. Positive interdependence is encouraged as well because the students work together and rely on the other members to produce a skit and shared goals on one project. For this activity, roleplaying promotes learning, collaborative effort, and encourages critical thinking as well as allows the student to be expressive. Through this assessment, evaluating information about student misconceptions can be determined by analyzing which distractors they chose and why.
Learning Outcomes
• Learners will examine historical events around and the creation of Jim Crow policies
• Examine key policies developed in the Jim Crow era
• Learners will explore the impact of Jim Crow on Blacks at the time
Step 1 - use the link provided to view the video “The Rise and Fall of Jim Crow part 1 and 2: https://youtu.be/j3IxWEK0uJA and, https://youtu.be/utwE5ZPd7Gk
Step 2 – Select and make notes of a person that is of interest to create your skit.
Step 3 -Separate into groups of 3; students will choose their group members. In groups, create a 2-3 minute skit and role-play a real or fictional character portraying either side of the Jim Crow Laws as it pertains to one particular law.
Examples of real characters could include but are not limited to President Andrew Johnson, President Harry Truman, President Lyndon B. Johnson, W.E.B. Du Bois, Booker T. Washington, Ned Cobb, and Barbara Johns.
Collaboratively work on the skits together, including every member of their groups in the process, either as actors, directors, or writers. Students can have more than one part. All group members will contribute to writing the skit. Group consensus can decide on the actions and timing of the parody. After each skit, we will explore what we learned from each portrayal and the law that is pertinent to that character.
Finally, use the link below to take a brief quiz on some historical facts regarding the topic of Jim Crow Laws.
Step 1: access the Socrative link. Go to https://socrative.com/ and click the Login button to sign as a student. Enter the room name provided “GRIER 4839”. Enter the room name and click on Join to login.
Step 2: Take the quiz titled Jim Crow Laws
Step 3: Assess the results of the grades
Step 4: Evaluate how to clarify missed points from the assessment
Step 5: Instructor feedback will be in a class discussion of those areas that need clarification.
References
Bedard-Voorhees, A., Johnson, L.M., & Dobson, P. (2011). Letting them show what they know: Digital assessment strategies [Book Submission Chapter Final Version]. In S. Hirtz and K. Kelly (Eds.) Education for a Digital World 2.0, Section F: eAssessment: Measuring in Ways that Matter. British Columbia: Province of British Columbia.
CAST: Professional Learning. (n.d.). Top 10 UDL Tips for assessment.Retrieved from http://castprofessionallearning.org/project/top-10-udl-tips-for-assessment/
Why Is Assessment Important? | Edutopia
www.edutopia.org/assessment-guide-importance
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