Digital Assessments on Our Campus

In the fall, educators completed the Clarity survey, providing insight into how our district uses technology for teaching and learning. One data point we are looking closely at this year as a campus is assessment. Below are the results on some of the data points that relate to the use of digital assessments on our campus.

Quick Tip

Low-stakes formative assessments are the most useful learner data. Routinely assessing understanding is one way to help learners before they fall behind or fail a major assessment. Use the quick Schoology Polls feature, Google Forms or other top tech tools for digital assessment for quick exit tickets or brief quizzes to get instant feedback to meet learners' needs. Know when a topic needs additional instruction or when to move on.

Opportunity to Learn

• Scroll to the bottom of this resource to learn about Schoology’s Poll Feature.
• Learn about Schoology Discussion Boards as a way to collect feedback from learners.
• Visit this resource to learn about Bulb’s Feedback Features and using portfolios as a method for assessing student learning.
• Log into this Schoology Course to learn how Schooloogy AMP can help you create common assessments with shared data.
• Check out this blog post to read about the new Schoology assessment features.

In order to celebrate our progress, calibrate our understanding of where we are as a campus, set goals, and refine our practice leave your takeaways in the comments.



Citations

Bhagat, K., & Spector, J. (2017). Formative assessment in complex problem-solving domains: The emerging role of assessment technologies. Journal of Educational Technology & Society, 20(4), 312-317. Retrieved from http://www.jstor.org/stable/26229226.

Datnow, A., & Park, V. (2015). Data use—for equity. Educational Leadership, 75(5), 48-54. Retrieved from https://eric.ed.gov/?id=EJ1051704.

Takahashi, A., & McDougal, T. (2016). Collaborative lesson research: Maximizing the impact of lesson study. ZDM Mathematics Education, 48(4), 513–526. Retrieved from https://doi.org/10.1007/s11858-015-0752-x.