Archive for the “Assessment” Category

You may have seen this go through your Twitter feed recently…

A Twitter Rubric…

And as you might expect, it was retweeted by quite a few people. 

I’m wondering about the need for a Twitter rubric.

To me, this represents an attempt to force fit the use of a dynamic social media tool into a familar, comfortable, and safe structure, the rubric.  Fit, jam, prod and force the tool into something that is articifical and constraining.

Why must a teacher define what represents exemplary use of Twitter for a student?

Exemplary use is using tinyurls to effectively stay within the 140 character limit. 

Seriously?  What if I don’t want to use a URL shortener?  So what if the tweet gets too long.  What about a second tweet?  The last time I checked, tweets were free.

Why do teachers have to own the tool?

If I’m a student, I now have a choice, but the wrong one.  Use the tool as I see fit for my needs, or succumb to the wishes of the teacher who wants me to use it as they have defined it, all in the name of giving the use a grade…

We all know what they’ll do.

But why not give them a real choice?  Maybe they’ll use Twitter, maybe they’ll use Facebook, maybe they’ll use index cards.  Why limit choices?  Why limit how they use a particular tool?  Why be so prescriptive?

I’d rather think that educators would give students a palette to choose from.  You select how you want to represent your ideas, and you describe for me how well they worked, or didn’t work.  Describe for me your growth throughout the learning experience, and the role that the particular tool or tools of your choosing had in that experience. There’s your assessment.

If you haven’t see the work of Dave Cormier, George Siemens, Stephen Downes and Rita Kop in their PLENK2010 course, I highly recommend it.  It’s a refreshing and innovative approach that emphasizes student choice and empowerment in how they choose to learn, and how they choose to represent their understanding.

If connective technologies and networking experiences have taught us anything, they should have taught us about the freedom to connect, engage, and project our ideas, in our own ways.  They should have taught us about how important individual choice can be in learning.

Why don’t we offer the same to our kids?


Posted via email from djakes’ posterous

Comments 5 Comments »

When I was at CUE, I had the opportunity to see Vince Cerf do the opening keynote presentation. He gave a very interesting keynote, and one thing really stuck with me, and it was about what constituted a contribution in a networked environment.

Mr. Cerf suggested that we would never publish a single word as a book, as a journal article, or magazine article. He continued by saying that in a Web 2.0 world that included Wikipedia, you could and would publish a single word, and most importantly, it could be a significant contribution.

So, last night in Dean Shareski’s uStream session, many of us had a very interesting discussion about online contribution, and levels of contribution. Clarence Fisher was the guest and he was talking about his ideas relative to the classroom as a studio as well as what it meant to improve information. Some interesting ideas from the chat:

Jeff Utecht: How would you assess a student who changed a single word?
Ryan Bretag: Think about contributing one word from a poetry standpoint, how critical is one word? Writing in a hypertext society makes that one world critical.
EdtechVision: (paraphrasing here). How would peer assessment enter into this?

Personally, I think you can begin by taking a look at Darren Kuropatwa’s framework for his classroom wiki, where he defines what a significant contribution is and what a constructive modification means.

Back in the chat, after much discussion, a single question was distilled:

How do you assess contribution in a networked classroom?

Ok, so what does it look like? What’s new, what’s different, what’s the same? Your ideas?

Comments 9 Comments »