-5.1 Problem Analysis

Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.

Week 7-Reflect and Perfect

This is the week to put it all together and polish the project.  I think we have a great foundation and we have worked hard on putting the project together.  With the feedback we  receive we will be able to make the project sound.  One part of this week that is important and helpful to learning is giving feedback to others.  I found that many things that they have missed we have too.  It’s an effective process for learning.  Even though the PBL process is coming to and end, we have been asked to consider these important questions:

  • Who will you involve in the process?
    Since I teamed up with another classmate we will work together to provide feedback on a project.  I was able to find another student that was willing to review our project and gave some excellent feedback.
  • What will your process look like?
    We used a rubric provided and discussed through a forum.  I also gave my opinion based on the rubric of how to improve the project.
  • Is it just a one-time assessment?
    In this case it is for us.  I’m sure the project will continue to be improved and assessed but for the purposes of this class it will be a solitary one.
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Categories: -5.1 Problem Analysis, -5.4 Long-Range Planning, Reflections | Tags: | Leave a comment

Week 4-Plan the assessment

Week 4 is an important week.  We are to plan the assessment and evaluate how it meets the key requirements for effective assessments.   We planned our assessments around the key requirements so they should line up well.  After reviewing them I have made a sort of checklist from the data from “What Kids Can Do“.  Here is that checklist.

Key Principles of Assessment

Assessment is for students.

√  Has personal relevance for students (e.g., provides a tangible product they can use).

√  Students become more confident and articulate about what they know.

√  Students feel ownership over the process as well as the product of their work.

Assessment is faithful to the work students actually do.

√  Notebooks, works-in-progress, and routine presentations are basis of assessment.

√  Occasions for reflection and discussion are integrated into ongoing project work.

√  Students are assessed on what they know and do, not what they don’t.

Assessment is public.

√  Students’ goals are solicited and become part of those assessed.

-I will add that this area can be improved, we need to add some more specific goals.

√  Criteria for judgment remain visible and accessible to students from the beginning.

√  Performances are viewed and judged by a broad group of people.

Assessment promotes ongoing self-reflection and critical inquiry.

√  Teachers and students both speak of the qualities of good work, and how to attain it.

√  Standards used reflect those of adult practitioners in the field.

√   Categories and criteria of assessment remain open-ended, subject to challenge and revision.

Looking over the key principles of assessment I think we should add some more goal oriented activities for the students and this way more student input can be included.  Overall, I think we are on track with the assessment!

Categories: -1.3 Instructional Strategies, -1.4 Learner Characteristics, -3.3 Implementation and Institutionalization, -3.4 Policies and Regulations, -4.3 Delivery System Management, -5.1 Problem Analysis, -5.3 Formative and Summative Evaluation, Reflections | Tags: | Leave a comment

School Evaluation Summary

The School Evaluation Summary was a really interesting assignment.  In this assignment we were first asked to familiarize ourselves with the Technology Maturity Benchmark then make an evaluation of our school.  This was completely new to me, I had never thought of technology in schools in such a complex way.  I think that might be one of the main problems we have.  It seems to me that with technology changing so quickly that we just let it come without planning properly and studying the developments.  I think School Evaluation Summaries will help with keeping up with technology because we have a measurable way that changes with the advancement of technology.

The Technology Maturity Benchmark uses different levels to determine the maturity of technology in the school.  The levels or stages are; the Emergent Stage, the Islands Stage, the Integrated Stage, and the Intelligent Stage.  Emergent represents the least mature and Intelligent as the most mature.   Each of these stages are divided into two categories; Behavioral and Resource/Infrastructure.  I think the division of each of these areas is very necessary because the behaviors of technology use and the sources available really determine the level of maturity in technology.  One thing I found interesting is that my school seemed to embrace technological resources but the behavior was one of the biggest factors in the development.  While the school did well on the resource side, the lack of training was really a big indicator of the maturity level.  Very little training was available and worse was the behavior of the teachers because the teachers didn’t have a strong desire to be trained.  So the biggest hold up in my school was the lack of training.  Technology is only as effective as the users ability.  As technology advances it gets simpler for the user but we can’t assume anyone can “just figure it out”.

This assignment was very interesting and I really enjoyed it.  It opened my eyes to realize the importance of defining what level of technology you’re using. If you don’t know where you’re at it’s difficult to see where you’re going especially in Educational technology.

School Evaluation Survey

Categories: -3.3 Implementation and Institutionalization, -3.4 Policies and Regulations, -4.1 Project Management, -4.2 Resource Management, -5.1 Problem Analysis, -5.3 Formative and Summative Evaluation, -5.4 Long-Range Planning, Reflections | Leave a comment

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