Kany Seck's 20% Project Part II

During the first class, we had to list all the assessments we use in class with our students. That activity was a true eye-opener. I realized that there was not much variety in the assessments we used. I decided to devote my 20% project on diversifying the assessment tools I used. I changed some of the reading evaluations to Google form and even added Flubaroo for easy grading. One of the biggest successes I had was creating a reflection sheet that my students used after the math end-of-unit evaluations to explain the challenging items on the test and why they did not have the correct answer. This was very empowering to students. Instead of copying the correct answers, they actually spent time figuring out why some of the items were difficult for them. I had my last Alt Comp observation during this class and presented a lesson related to my 20% project. I had students "sponsor" questions from the MCA3 Item Sampler and present their question to the class during my observation. They not only had to solve the problem but they also had to justify their choice and show that the other options were wrong. This was a perfect opportunity to showcase how to establish a culture for learning which was the focus of the observation.
This 20% project allowed me to meet the following NETS.S Standards:

b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teacher c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.

I did reflect on my current practices as they relate to assessments and felt the need to change , vary and revamp my former assessment tools. I also spent time learning about other ways of assessing students and integrating reflection after the regular evaluations. I shared the work I did with my grade level teammate but also with a colleague from another elementary school. 

Here is the Google form I use for one of our reading assessments:

Link to the end-of-year 360 survey that I transferred into a Google form:

http://tinyurl.com/3c8ql44

Here is a screenshot of the reflection sheet I used after the math evaluations. This was my favorite accomplishment from this 20% project.

Réflexion sur mon évaluation (R!)

Voici une question de l’évaluation que je n’ai pas trouvée.

Copie la question: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Voici les raisons pour lesquelles je n’ai pas trouvé la bonne réponse.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Voici la bonne réponse.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Coche la phrase qui décrit le mieux ton niveau de compréhension.

o       Je pense que la prochaine fois que j’ai cette question je vais trouver la bonne réponse.

o       Je pense que j’ai besoin de passer plus de temps à travailler sur cette question.

Kany Seck's 20% Project

I called my 20% project "Tying the technological loose ends". I was very grateful to be able to "earn" credit while accomplishing this extra work. My main focus was the new MCA3 Math Sampler. The sampler was released in late December and for the first time, our students will take the Math MCA online. I used the item sampler to create a flipchart using ActivInspire. I made a French and English version of the quiz. It was great because students could use the ActivExpression devices that come with the Promethean Board to respond to the questions. I also could have all the results and their analysis on a spreadsheet the moment the kids finished taking the test. I shared the quiz with my 4th grade colleagues and all 100 students completed it. This was a great learning experience for me. We could pinpoint the weaknesses and address them before the actual test.Feel free to use the English version of the 4th grade MCA Math Item Sampler. The flipchart is saved in P/Normandale Promethean/Grade4/Les maths.

This project meets the three NETS.S standards. The kids use the ActivExpression voting devices to complete the quiz. They have seen people engage in similar activities several times on TV game shows. The tools are not only engaging but they bring a real-life aspect to the activity. The quiz was used as formative assessment and it was a powerful and effective tool especially in analyzing the results and identifying weaknesses. As a teacher, I learned a new, engaging and effective way of seamlessly testing the kids. They actually enjoyed using the ActivExpressions to enter their responses. The vote was of course confidential but the children was able to see the right answer once everyone responded. They could also see the percentage of students who answered correctly.

During my 20% Project, I have had to change my focus several times because of my students' needs. After working on the quiz, I have now to focus on addressing the weaknesses that emerged from the results analysis. As a result, my biggest lesson during this project was that while tying loose ends, I found new ones to tie. It is now clear that when you deal with students, there is no way tying all the loose ends. Teaching (and learning)is just a never ending process.