Objective 1.
Identify and evaluate technologies that can be utilized in specific learning environments for student learning, and assessment.
Greg Haut Week 1: Assessment for Learning, As Learning, Of Learning EDUC 670: Impact of Technology in Assessment and Instructional Improvement May 5th, 2024 Assessment for Learning is at a formative level and technology can be integrated into the visual art room through programs such as Jamboard, where critiques can be conducted quickly and the feedback is available immediately so that the students can go back and apply all necessary changes into the work of art so that the finished product meets the requirements. This also leads to discussions about the how and why and the process that was intended for the artwork to come alive. To become an artist a student needs to make informed choices and the assessment for the learning stage is where the elements and principles of design are used to make informed choices. In the art room, this is considered to be the research or planning stages of the upcoming work. Sketches are created, critiques are had and then the work can begin. To step into the assessment as a learning phase students will take what was given to them and begin to prepare for the task at hand. They will use source images, and compile their imaginations into what is taking place. The students will need to monitor at a personal level and adapt to what is happening. "Problems can be situated in real-world environments, where students perform tasks or include multi-stage scenarios that simulate authentic, progressive engagement with the subject matter" (p.58) Assessment as learning in several Technologies can support assessment for learning by providing interactive tools and resources that engage students in self-Assessment and reflection. This will offer immediate feedback as well. According to the Office of Educational Technology, "Technology-based formative assessments can offer real-time reporting of results, allowing stakeholders to understand students’ strengths and weaknesses, while guiding them to make valid, actionable interpretations of the assessment data "(p.60). This allows for gathering and analyzing data to make informed instructional decisions and track the student's progress over a set period. Another form of technology as learning is the use of digital portfolios so that the students can showcase their work and reflect on their learning progress. This is an assessment of learning that will report to the parents and students about their progress throughout their entire tenure in the visual arts program. Art is about so much more than just creating a pretty picture and the way to inform the parents about what is taking place in the room is to do so through the use of the technology tools available. Many students in the visual arts program at Rockford Lutheran are published in books, win awards, and are selling artwork. These are tangible community events and need to be tracked, recorded, and presented to become a tangle Assessment of learning. The Office of Educational Technology states, "Technology has the potential to move assessment from disjointed separate measures of student progress to an integrated system of assessments and personalized instruction to meet the needs of the learner" (p.63). References Office of Educational Technology. (2017). Reimagining the role of technology in education: 2017 national education technology plan update. U.S. Department of Education. https://tech.ed.gov/files/2017/01/NETP17.pdf
How did completing this work contribute toward your understanding of the objective?
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Completing this work contributed to my understanding of the objective because I was able I was able to identify the technologies and assessments at a formative level that are already integrated into my art room I discussed Jamboard and Artsonia and how this is important and why students need to monitor at a personal level as well.
What do you know now that you didn’t know at the beginning of the course because of this work?
Now I have learned that students need to be a lot more involved with the formative process as well because this will drive my curriculum which will make them stronger artists which in turn will help push them as artists and productive members of society.
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What do you like about this work?
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about this work, I like the fact that everything I found through the Office of Educational Technology was really about the potential to move student progress to an integrated system of assessments and personalized instruction. I found this to be exactly what I believe in and seeing it in writing and to reassure my thoughts and beliefs, just firmed what I already knew and wanted to know, and I can articulate this to other educators as well.
What is one thing you can improve upon in this work?
In this work, one thing I could've approved upon is probably pushing even more with the references, maybe going deeper into the required studies and relating to the importance of this and not assuming that people could just take my words, but going into more depth and breath, and why I value the fact that the students and the individualization need to be done.
What long and short-term goals can you set for yourself based on completion of this work?
Long and short-term goals are going to be to push the boundaries and continue to always have individualized student learning at the forefront of what I do whether it's a curriculum choice assessment choice a technology choice. I'm always going to make sure that their needs come first and that I always advocate for them.
REFLECTION
More Artifacts
Week 1 Discussion - Classroom Assesment 5-1-2024
How did the webcast change how you view your existing assessment practices? The moment that changed my view of assessment practices was when the presenter stated, "So you need to construct assessment items so that they allow you to see the common misconception. What is it that kids would do if they don't get this" (Professional Learning Supports, n.d., 34:33.) I had not thought about creating a measure from what they would do if they didn't know because I am usually process-based or elements of art. By changing my mindset I will be able to dig deeper as I am going to use this quote to establish items for critiques as well as sketchbooks, and thoughts about "What art is", during our conversations and feedback sessions as I am currently developing summer items for my new AP Art Class. What connections did you make between the webcast and what you learned about using technology for assessment? An immediate connection that stood out to me is, "Problems can be situated in real-world environments, where students perform tasks or include multi-stage scenarios that simulate authentic, progressive engagement with the subject matter" (Office of Educational Technology, 2017, p.58, para. 4). This aligns directly to constructing to the misconceptions of Art. By diving deeper into the thoughts of the student's misconceptions I'll be able to pull out even more about their understandings of art. This is like using reverse psychology on them to create my assessments to ensure their success. This is highly intriguing to me and I can honestly say that I am excited to begin to change my philosophy of assessments. References Office of Educational Technology. (2017). Reimagining the role of technology in education: 2017 national education technology plan update. Washington, D.C.: U.S. Department of Education. The Learning Exchange. (2006). Rethinking classroom assessment with purpose in mind [Video]. https://thelearningexchange.ca/projects/rethinking-classroom-assessment-with-purpose-in-mind/
REFLECTION
How did completing this work contribute toward your understanding of the objective? Through this discussion about assessment, I was able to watch a webcast, and this webcast was able to change my view of the assessment practices the presenter stated so you need to construct assessment items so that they allow you to see the common misconception. What is it that kids would do if they don't get this that hit me hard I have not thought about creating a Measure that they wouldn't know because I've always been trying to focus on what they already knew. What do you know now that you didn’t know at the beginning of the course because of this work? Before this course, my assessments would've been as what they already knew as opposed to what they didn't know which means they weren't showing anything new, which means we were just going through the motions, and now my formative assessments are going to be rapid fire during their critiques, and I'm trying to figure out and be proactive of what they don't know that they can show me and tell me and asked me so that we will engage in deeper and richer conversations about the artwork. What do you like about this work? I think this was one of my best discussions in the sense of the webcast pushing my limits when I push my limits, I tend to realize things at a deeper level and when I do that, I tend to go down a rabbit hole and investigate them more and by being stimulated through the process that the webcast presented I know now that I will be able to push my students and more as well. What is one thing you can improve upon in this work? One thing I could improve upon is maybe just going deeper into the analysis of why I feel this is important. I already know it's important, but I could've written more to the other or how this was important. I tend to not elaborate, even though my thoughts are very rich. I cannot push them out there in group discussions, and I probably should've done that. What long and short-term goals can you set for yourself based on completion of this work? My long-term goals are going to be to continue and to build a pun and to push what the students don't know, as well as gaining so much deeper conversation from them. I have already gone into my canvas and started trying to switch up my final exams as well as questions I want to ask and push because everything in the visual art room is very process-oriented, but I want the speaking in the ability to comprehend from a student standpoint to come out much quicker and so that they can speak and write more effectively about what they're doing and why they are doing it.
Vimeo
Professional Learning Supports. (n.d.). Rethinking classroom assessment with purpose in mind [Video]. Vimeo. https://vimeo.com/91663708
REFLECTION
How did completing this work contribute toward your understanding of the objective? By watching this Vimeo, I was able to expand my thoughts and understand formative practices at a deeper Richard level based on what Dr. Lona has presented. What do you know now that you didn’t know at the beginning of the course because of this work? What I don't know is that I never want to stop as long as I keep learning and digging deeper into what is important I will continue to build coursework and curriculum that is relevant and applicable, and the processes will continue to develop and enhance my student's progression as high school artists. What do you like about this work? I enjoy watching presentations like this when somebody else speaks and I also enjoy it on a computer because I can hit pause rewind rethink. Take my notes. Gathering my thoughts I can agree or disagree and they don't see my face and I'm able to watch it over a couple of times so that I understand and comprehend what I need to get from the speaker. What is one thing you can improve upon in this work? I can't improve anything upon this video because it was a video that we were shown for class I can only view it and interpret it how I see fit. What long and short-term goals can you set for yourself based on completion of this work? As for long-term and short-term girls, I can only hope that someday the work that I've done in the field of education or for the visual arts somebody videotape me to make a video or a YouTube or Vimeo and I can only hope that I can reach a much broader wider audience as well, and be respected in the field of education.