Creating Games, Gaining Assessments

As I explore the role of games in assessment, I am expanding my vocabulary of some essential elements. Semiotic Domain: use of a set of modalities to communicate specific kinds of meaning (Gee, 2003). Internal Grammar [🍃, 🍎]: is "the principles and patterns in terms of which one can recognize what is and what is... Continue Reading →

Designing Assessments in Blackboard CourseSites

Blackboard CourseSites. This free, course management site (CMS) is not one I have used in the past. As I have explored its features and implications for assessment, I have been impressed with the options available. Recently, I developed a professional development learning experience for teachers in early childhood settings to explore design thinking. After providing... Continue Reading →

Blackboard CourseSites- A Critical Review

I'm taking a closer look at Blackboard CourseSites to explore the assessment capabilities of this course management system (CMS). What is it capable of and what are its limitations? Which features might not traditionally be associated with assessment that could be leveraged in new ways? Features of BlackboardUse for AssessmentBlackboard CollaborateHost live sessions with students... Continue Reading →

Assessment Design Checklist 3.0

Over the past month, I have been developing a checklist of questions to ask myself while designing effective assessment for my students. Earlier versions are available here and here, but this table represents my final checklist. View the full document here. QuestionsEvidence of UnderstandingHave I started by articulating the needs of all students?- My assessment... Continue Reading →

Assessment Design Checklist 2.0

In a previous blog, I began to think about the questions that I should be asking myself. Previously, my list included just two questions, but now, my growing list of questions includes these four: QuestionsEvidence of UnderstandingHave I started by articulating the needs of all students?- My assessment was created after taking inventory of my... Continue Reading →

Refining a Formative Assessment Design

A few weeks ago, I began drafting a formative assessment for assessing computational thinking in KG3 and G1. As I learn more, I have made some updates, which are highlighted below; however, my goal remains the same: to develop an assessment that could be used for assessing computational thinking through BeeBots. Figure 1: Wuxi Nanwai... Continue Reading →

Portfolio Assessments in KG

One of the most important assessments in nearly any early years setting, regardless of pedagogical approach, is the portfolio. This portfolio includes an array of work samples from the child as well as annotations, observations, and developmental checklists and often grows with the child from school entry to Kindergarten entry or beyond. As work samples... Continue Reading →

Questioning my Assessment

In recent weeks, I have been diving into assessment- facing the assumptions I make based on my own experiences as a teacher and understanding how the evolution of assessments over time correlates to the needs of an industrialized and growing nation. Below is the start of a growing checklist of questions I ask myself when building... Continue Reading →

Designing Formative Assessment

I recently gave a professional development session about computational thinking and BeeBots because teachers were unsure of the terminology in the curriculum, lacked confidence with the tools (BeeBots, BlueBots, etc.), and were not sure how to assess these skills. As I reflect on what I'm learning about assessment, I would like to develop an assessment... Continue Reading →

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