Product
How do students show what they know in formats that fit their individual strengths, weaknesses, preferences, family and cultural information and background knowledge? How can technology be used to support learner variability to allow choices for students to show and demonstrate what they know?
Learning goals must be clear so assessments can be based on those goals and not on other variables, like reading or writing, to allow the student to demonstrate their knowledge. Technology can remove barriers like reading or writing difficulties and provide alternative options for learning content and expression through assistive technology, physical action and/or multiple media. Technology use must be taught so students can become proficient in knowing how to access and manipulate it for their own means.
We need to take advantage of digital technology to craft more authentic tasks (i.e. problem solving ‘real’ issues) to make assessment results more accurate. Digital technology also supports teachers in their own assessments of students by quickly generating results to use that information to further learner variability.
Below are some web-based resources for differentiating student Product, rubrics to create and download to assess and measure product, a planning form for incorporating Bloom’s Taxonomy with Multiple Intelligences and some ideas for projects and activities for Project Based Learning. Click on each button to access.
How do students show what they know in formats that fit their individual strengths, weaknesses, preferences, family and cultural information and background knowledge? How can technology be used to support learner variability to allow choices for students to show and demonstrate what they know?
Learning goals must be clear so assessments can be based on those goals and not on other variables, like reading or writing, to allow the student to demonstrate their knowledge. Technology can remove barriers like reading or writing difficulties and provide alternative options for learning content and expression through assistive technology, physical action and/or multiple media. Technology use must be taught so students can become proficient in knowing how to access and manipulate it for their own means.
We need to take advantage of digital technology to craft more authentic tasks (i.e. problem solving ‘real’ issues) to make assessment results more accurate. Digital technology also supports teachers in their own assessments of students by quickly generating results to use that information to further learner variability.
Below are some web-based resources for differentiating student Product, rubrics to create and download to assess and measure product, a planning form for incorporating Bloom’s Taxonomy with Multiple Intelligences and some ideas for projects and activities for Project Based Learning. Click on each button to access.