Currently viewing the tag: "assessment"
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Blubbr is a free website that makes it possible for you to create and play trivia games with embedded videos

This resource was shared by Clif  Mims on his blog, Clif Notes for Today

Blubbr is a free website that makes it possible for you to create and play trivia games with embedded videos. Blubbr calls the games trivs. You can play trivs in different categories, from celebs and music to sport and education. Click on the image below to play a sample triv now.

Educational Connections
Here are a few ideas that might be useful to teachers and students.

  • You and your students can create trivs focused on the unit you’re currently studying.
  • Students can develop a triv focused on personal interests and then extend that into research, writing, journaling, etc.
  • It can be a useful strategy for pre-testing, review and as a study guide.
  • Trivs can be an engaging alternative strategy for book reports, science presentations, social studies reports, and more.
  • Allowing students to design quizzes puts them in the role of the teacher. This technique can encourage higher-order thinking.
  • You and your students can create trivs to introduce yourselves at the beginning of the year.
  • Developing trivs can be a fun way for students to reflect on a novel, science unit, historical event, poetry, or the highlights of their school year.

You can challenge your students and their families by sharing trivs on your website, via email, through social networks, or by sharing the links in your print-based newsletter.

Read the full story from Clif Notes for Today, Click Today

Thanks Clif for this great find!

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by Tony Vincent
I am conducting a series of workshops in Florida and was asked to share a rubric to help teachers evaluate educational apps as part of the workshop. In 2010 Harry Walker developed a rubric, and I used his rubric (with some modifications by Kathy Schrock) as the basis for mine.

I kept in mind that some apps are used to practice a discrete skill or present information just one time. Others are creative apps that a learner may use again and again, so it’s a challenge to craft a rubric that can be used for a wide span of purposes. I tried to make my rubric work for the broadest range of apps, from drill and practice to creative endeavors, while stressing the purpose for using the app.

This is excellent and has a ton of great information, it is worth the read and Tony shares tons, CLICK HERE

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by Aiden Levy

As teachers we reflect on our students daily – “Why did Nathan do this?” “Why did Sarah do that?. We also evaluate our own teaching and lessons – “That was a disastrous lesson” “Why did I use that manipulative?”

Evaluating the use of the iPad in the classroom is just as important. The significance of gathering data and information about iPad integration will allow for the following:

Read the full story and access the sample evaluation form

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Schools administer assessments via mobile device

In the 3,200-student East Haven schools in Connecticut, elementary teachers did their initial student reading assessments a bit differently this school year.

Instead of using paper and pencil to jot down observations about each of their students and then collecting and analyzing those notes by hand, each teacher used an iPad to collect the information and send it to a centralized database through software from the New York City-based ed-tech company Wireless Generation.

Read the full story, CLICK HERE

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Pilot study finds students in Riverside Unified School District who used Houghton Mifflin Harcourt’s HMH Fuse™: Algebra 1 app were also more motivated, attentive, and engaged than traditionally educated peers.

Boston — Jan 20th, 2012 — Global education leader Houghton Mifflin Harcourt (HMH) today announced the results of a yearlong pilot of HMH Fuse: Algebra I, the world’s first full-curriculum Algebra app developed exclusively for the Apple iPad, involving the Amelia Earhart Middle School in California’s Riverside Unified School District. The pilot showed that over 78 percent of HMH Fuse users scored Proficient or Advanced on the spring 2011 California Standards Tests, compared with only 59 percent of their textbook-using peers.

Read the full story, CLICK HERE

HMH Fuse: Algebra 1, Common Core Edition




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by Wesley Fryer, Moving at the Speed of Creativity, cross-posted with permission.

For years I’ve wished our state elected officials were required to take the same “exit” level standardized tests our students are coerced to take in public schools. I’ve not only wished our elected officials would take them: I’ve wanted those officials’ test results to be published and shared. The reason for this is simple: Much of what is measured on standardized tests today doesn’t matter much in the real world outside of schools, and it’s ridiculous to put so much stock in standardized assessments which can’t and don’t represent all the knowledge, skills, and dispositions citizens need today for “success.” Writing on the Washington Post’s education blog recently, Marion Brady recounted the response of a school board member (un-named in the article) who did exactly what I’ve wished for: He took his state’s 10th grade standardized tests, and then publicly shared the results. The following excerpt from his emailed response to Marion is chilling:

If I’d been required to take those two tests when I was a 10th grader, my life would almost certainly have been very different. I’d have been told I wasn’t ‘college material,’ would probably have believed it, and looked for work appropriate for the level of ability that the test said I had. It makes no sense to me that a test with the potential for shaping a student’s entire future has so little apparent relevance to adult, real-world functioning. Who decided the kind of questions and their level of difficulty? Using what criteria? To whom did they have to defend their decisions? As subject-matter specialists, how qualified were they to make general judgments about the needs of this state’s children in a future they can’t possibly predict? Who set the pass-fail “cut score”? How? I can’t escape the conclusion that decisions about the [state test] in particular and standardized tests in general are being made by individuals who lack perspective and aren’t really accountable.

We need to move forward in “real school reform” in the United States, and a key step we need in all states is rejecting the high-stakes testing mentality and policies which have been normalized around the nation. This example highlighted by Marion Brady provides a specific, practical goal for parent organizations and others seeking to promote educational reform: Ask school board members and elected members of the state legislature to take high school “exit” level standardized tests, and then publish the results. In addition, highlight and publish the responses those adults have to the testing experience and their scores.

The only “winners” in our high stakes testing educational culture are the test makers and the politicians who use test scores to mislead voters into believing they’ve made a positive difference in the lives of children. This “norm” must change.

'01-29-08' photo (c) 2008, Fort Worth Squatch - license:

Via @isteconnects.

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Larry Ferlazzo has a great article on his blog today…….

““Teach With, Not ‘To” The Test” is an article about a short interview with Princeton Neuroscientist Sam Wang.

In it, he points out reasons why high-stakes standardized tests are not helpful to learning, including the fact that feedback is not immediate and that they create needless anxiety.”

Read the full story, Click Here

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Get Ready for Next-Generation Assessment

A new online resource called is aimed at smoothing the transition to computer-delivered assessments that rely on the Common Core State Standards and should be implemented in the 2014–2015 school year. The site is part of the Education Department’s three-year Connected Online Communities of Practice initiative, and it includes information for district leaders on hardware and software requirements for implementing the new tests.

Click Here to Access Free Resources


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by Kathy Schrock

This site will provide you with links, ideas, tips, and much more for supporting the use of infographics as an assessment option in the classroom. The site has three informational pages, linked on the right.

  • The first page provides a list of links to support my infographics presentation.
  • The second page includes a Google Form for you to add your own ideas, practices, or links to information you have found.
  • The third page provides contact information for me, in case you have ideas, suggestions, criticisms, witticisms, or just want to chat!

Check out the presentation:Infographics as a Creative Assessment from Kathy Schrock on Vimeo.

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Zoho Challenge: Create online quizzes in minutes Zoho Challenge makes creating tests and grading candidates a paperless affair. Take advantage of our online quiz maker today to administer tests for your school, coaching center or business. Choose from an affordable array of pricing plans tailored to your needs.

Quibblo: Quibblo is a fun survey, poll and quiz site, where you can:

  • Easily make your own quiz
  • Take fun quizzes by other members
  • Share quizzes with friends
  • Embed quizzes on your MySpace, blog, Facebook or any other page on the internet.

TestMoz: Testmoz is a test generator that sports 4 question types, automatic grading, a really simple interface and detailed reports. Testmoz is free, and does not require you (or your students) to register. You can build a fully functional test in about a minute, so why don’t you give it a try and generate a test?

Braineos: This fun site will easily allow you to create flash card based quizzes for different subjects. It makes studying fun! You can create a deck of flashcards or use ones that have already been made. Use them in a game that will help studying!

Of course, you could alwasy use Google forms too.

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Importance of Collaborative Assessment in a 21st Century Classroom

High-school technology integration specialist Andrew Marcinek offers suggestions in this blog post for fostering collaborative assessments in the classroom. Marcinek encourages teachers to model collaboration by showing students effective ways for using interactive digital tools to connect with other educators. Teachers also should set clear expectations, but limit explicit direction, and allow students to organize themselves into work groups and choose which technologies to use, he writes. Marcinek’s blog (2/16)