PEER ASSESMENT

 

PEER REVIEW WORK

The peer review work will be done from 1 to 5 December 2020.

WEEK 8; MY E-PORTFOLIO

 

PERIOD: From 23 to 28 November

TASK:

MY FINAL REFLECTION 

The activities of each week fully made it possible to achieve both the learning goals of the course and my personal goals.

They were totally achieved : I learnt  more about assesment,digital tools and  so I was able to  improve my digital skills.

I am sure that I am  now much more digitally component. I have experienced some new digital tools.I have never created my own rubric, It was a really good opportunity to create more than one. The energy of  all the learners  especially in my group work was so high that we could easily collaborate .The outputs were really creative.

E-portfolios are the most important part of our course, publishing one is a really innovative and creative way of exhibiting our works.

Peer assesment is the most exciting part of the module.

I hope that you appreciate my e-portfolio as I tried to do my best while preparing it.

Thank you...

Best wishes!

WEEK 7; CREATING, REUSING,COMMUNICATING

 

CREATING,REUSING, COMMUNICATING

PERIOD: From 16 to 22 November

PURPOSE: 

Several reports reveal that young people access more and more to information in digital formats but at the same time they have problems when using online content for personal and educational proposes. It is also important to empower learners to manage risks and use digital technologies safely and responsibly. 

So, educators must incorporate learning activities, assignments and assessments which require learners to express themselves through digital means, and to modify and create digital content in different formats. To teach learners how copyright and licenses apply to digital content, how to reference sources and attribute licenses.

 TASKS:

•  I read the Report EU Kids online 2020 and explore the UNICEF "Staying Safe Online" 
•  And discussed and shared points of view on FORUM.

TASK:

MY DIGITAL SCENARIO:

DIGITAL SCENARIO PLAN

The digital scenario  draft

• I prepared a digital scenario for  high school  prep grade students.
• Main objective ;the students will be able to ask and give directions. 
• I worked on Vyond for creating my animation

Here is the animation:   LINK

 HERE IS ANOTHER MAP FOR MY DIGITAL SCENARIO :

LINK FOR MAP

WEEK 6; INFORMATION AND MEDIA LITERACY

 

PERIOD: From 9 to 15 November

PURPOSE:

The challenge that we face in the 21st century, more than ever before, is knowing how to satisfy our information needs with information that is reliable. Information literacy (IL) is a term used related to the skills and competencies that are required for navigating through the information world. We can also talk about MIL – media and information literacy, as a concept that extends the scope of the previous concept, and as proposed by UNESCO, combines a set of competencies (knowledge, skills and attitude). 

In fact, information is available through a large range of media and there are many challenges and decisions that are faced by consumers of information today. In this context educators have an important role in the development of students’ information literacy skills to enable all students to become independent, lifelong learners. Educators need to incorporate learning activities, assignments and assessments which require learners to articulate information needs; to find information and resources in digital environments; to organise, process, analyse and interpret information; and to compare and critically evaluate the credibility and reliability of information and its sources.

TASK

 Overview about IL and ML and Searching strategies in action

      I explored the resources (articles , videos, websites )and searched and share 1 digital resource for IL or ML development: put the link and a brief summary on the FORUM.

HERE ARE MY IDEAS ON FORUM:

•  Information literacy isn’t something we can learn by just reading a book;  books are accepted as credible sources, but the Internet is one of the best places to practice information literacy.

•  Everyone needs to know how to find answers to their questions.Internet is a really best and fastest way of searching.But do you think ever information is accurate  and reliance,surely  Not!

•   While  searching  about information literacy , I read  the article below which is really covering the topic.As I am an English teacher ,the article took my attention more.

      'Integrating Information Literacy with a Sequenced English Composition Curriculum '  by Wendy Holliday and  Britt A. Fagerheim from  Utah University.

 Here is the full text of the article click the LINK.

  The article focuses on the collaboration between librarians and educators ,and how this close relationship enabled successfully the information literacy into the English curriculum.

 According to Wendy Holliday and  Britt A. Fagerheim :'Students    seemed to learn more about the library resources available to them, ranging from specific databases to reference books. Both students and instructors noted that students used library resources rather than only the Web in their final papers. Students also felt more comfortable asking for help. English instructors realized just how long it takes to teach information literacy skills, and improved student work proved to them that it was worth the time.'

So with the light of this information I gathered from the article, I m sure that motivation and instructions are really important for guiding students.For guiding  my students effectively about their searches.I prepared  a RUBRIC to them, and want them to check the sites,authors,dates,and information .

The rubric is on my e-portfolio.

Thank you everybody.

TASK  

How to evaluate MIL?

I read in particular Head, Bull and MacMillan article, and other resources you found about this issue and created 1 evaluation rubric (justify your choice) concerning credibility or reliability of sources of data, information or digital content (take into consideration LBB3).

HERE IS MY RUBRIC:

CLICK THE  LINK

WEEK 4 AND 5 ; FROM FEEDBACK TO PLANNING

 

PERIOD: From 26 October to 8 November (2 weeks)

 PURPOSE:

Students regulate their own learning through a repertoire of strategies - cognitive, behavioural and motivational - that guide them in their thinking processes while solving tasks. Self-regulated learning as an internal process is encouraged and influenced by social interactions. 

Feedback is an inherent catalyst in self-regulating activity. Students are most effective when they receive feedback provided externally by peers, teachers or others. This process can benefit from the use of digital technologies. Based on the evidence generated, it is possible for the teacher to adapt teaching strategies and provide adequate support to his students. In this sense, it is important to define and plan the digital assessment strategy, taking into account the type of feedback that is most opportune for students, and that is understood by them and their parents (in the case of younger students).

   

Concept of feedback;

Exploration and analysis of resources (papers and websites made available and / or to be researched by each group).

• We signed in small groups and did brainstorming.

• We created 3 groups for 3 phases and discussed each items in each groups :

Here is my group members;

• We discussed the question; "What is a good feedback?
• The debate was really productive, each colleague actively contributed to the work.

• We created a Flinga page in order to put down our final ideas.

• Here is the link for our page.(FLİNGA)

• And here is the  image of Flinga which summarizes the phase 1:   

• 

 Digital tools for feedback:

• Exploration, discussion and presentation (within each group) of digital tools for feedback and planning – Focus on transversal competencies assessment scenarios, like critical thinking, synthesis competencies, problem solving or group work skills.
• Within each team, selection of a digital tool to use in phase 3.

• As we presented in Flinga page; we decided to work on Moodle as it offers good integrated tools for feedback and this approach can easily be  integrated higher education as  our group targets on.

• For taking all these into consideration, we  chose  Santa' s DAS for  phase 3 as it seemed  to  have a lot to do with interaction and it has various elements to assess and give feedback on. 

•    Here is the link for Santa' work of DAS.

           Here is Santa's DAS work

• Following image (Flinga)  summarises the group's  remarks on 'digital tools'  in phase 2:

Provide feedback to learners;

Creation of feedback applied to a DAS produced in the previous LBB (selection of a DAS produced by a member of the group). 

• We prepared  a RUBRIC  based on Santa' s strategy :
•  Here is the file for the rubric;

Here is our group work (group 5) summary summatized on Flinga page as in the picture below;

WEEK 3, EVIDENCE OF PROGRESS

 

PERIOD: From 19 to 25 October

 

PURPOSE : 

The use of digital tools for formative and summative assessment is pertinent, expanding the diversity and adequacy of forms of assessment. Thus, a set of data on the performance of each student is generated, which is important to analyse, interpret and, based on these analyses, make sustained decisions. At the same time, this makes it possible to monitor student learning development and teachers can evaluate and adapt their teaching strategies. 

The rubrics are a useful tool to describe what is expected in terms of levels and criteria. They are a way of collecting evidence about the learning that has been carried out, facilitate feedback and assist in monitoring students' performance and progress.

  This week of the course, as the first activity, we  analysed and explored the available resources and create  an infographic related to the different types of rubrics and share them on FORUM:

                      👉MY INFOGRAPHICS👈

WEEK 2, SELECTING DIGITAL ASSESSMENT STRATEGIES

 

PERIOD: From 12 to 18 October

PURPOSE: 

Pedagogical assessment is intrinsically linked to learning. It plays an important role in innovation in education and improvement of educational systems and, in particular, in improving students' learning. More than a technique should be seen as a powerful tool to support students in their learning. 

FORUM - Selecting Digital Assessment Strategies

  👉 Analyse and explore the resources (papers and ppt).  Identify three key ideas 

Assesment strategies

by Müjgan Tüzen - Wednesday, 21 October 2020, 4:05 PM

Digital assesments;

It has to do with the fact that teachers don't actually create learning, but rather encourage and facilitate it,teachers are guides.teachers teach and guide students are the learners!

I use Google  forms as an assessment especially on these carantina days. It is very easy and faster than paper..Quiziz and Kahoot are also very effective and easy.

Formative assesment;

Formative assessments: help students identify their strengths and weaknesses and target areas that need work.

 It means giving feedback on learning and adjusting the teaching according to results.

Quizster is a tool for formative assesment with a photo  based submission.

 

Summative assessment;

I think it is traditional way of evaluating like paper ~pen exams...A midterm exam , project  can be example for that.

Sustainable  assesment;

The view of lifelong learning and future learning are the keywords for this.

Assessing for life, not for the school is the main point here!

It sustains Forever..

• Then we presented in a ppt / prezzi /  infographic a digital assessment strategy (DAS) adjusted to your context as a teacher/educator.

•   To do this, consider the following items:

• Context (level and / or subject ) 
• What do you want to evaluate? (Objectives / competences)
• How to evaluate? (Activity / instrument)
• Who evaluates? (teacher / peers / student)
• With what standards? (rating criteria)
• How to assess the activity (ies) carried out?

•  I integrated the artefact produces  in my e-portfolio.

	Exceeds Expectations	Meets Expectations	Needs Improvement	Below Expectations
KAHOOT Purpose	Used clear, accurate language to restate question or problem in student's own words. Provided examples of similar experiments.	Used proper vocabulary to state question or problem.	Stated question or problem using incorrect vocabulary. Did not state problem in student's own words.	Did not state question or problem.
Organization Preparation	Every assignment complete, accurate, and on time. Always prepared with paper, pencil, notes, and textbook.	Finished assignments on time. Came prepared with paper, pencil, notes, and textbook.	Most assignments finished on time. Usually had paper, pencil, notes, or textbook.	Rarely finished assignments on time. Often did not have paper, pencil, notes, or textbook.
Content Essential Question	All information was accurate and was delivered effectively. Subject knowledge was thorough. Extensive details and relevant examples were used to answer the essential question.	Subject knowledge was evident.Information included details and strong examples that provided a clear answer to the essential question.	Information was relevant, but details and examples did not address the essential question. Subject knowledge was evident, but was not used to support argument.	Information was confusing or irrelevant. Had few supporting details or examples. Did not answer the essential question. Subject knowledge was not sufficient to make successful argument.
Design Creativity and Originality	Design was unique and interesting. Used more than five original media items.	Design was original. Used three to five original media items.	Made a few changes to background or layout. Used one or two original media items.	Used only design templates. Media and ideas were not original.
Media Graphics	Used colorful and consistent backgrounds that enhanced the mood of the project. Graphics and animations helped to clarify, explain, and support content.	Project used consistent background throughout. Used graphics to support project ideas and content.	Project used many different conflicting backgrounds. Graphics were used, but did not always support the content.	Project did not use backgrounds. Graphics were inappropriate and detracted from project.

               

                                         

   My  PPT LINK OF DAS  👈