Assessing Web 2.0 Projects Through Bloom And Time

I offer the following mini-assessment of any Web 2.0 project as a way to refocus our attention on student learning rather than the Web 2.0 tool.

Take the highest level of Bloom achieved during the project

1- Knowledge                                  2. Comprehension

3 – Application                               4. Analysis

5.5 Synthesis                                   5.5 Evaluation

and multiple it by the number of days in the project.

So, if Susan produces a Social Studies podcast that simply restates (Comprehension) information about George Washington after five days, her score is 2 (Comprehension) x 5 (days) or 10.

If Pablo produces a Social Studies podcast in which he goes through the problem solving steps that George Washington went through and evaluates his final solution (5.5) in two days, his score would be Evaluation (5.5) x 2 = 11

Based on this analysis, a two day project of higher level thinking rates a higher score than a longer project. Let’s focus on student learning!

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Formative Assessment and Successful Student Writing Through Formative Assessment by Harry Grover Tuttle

My book. Successful Student Writing Through Formative Assessment will be available from Eye-on-Education in the Fall.

Evaluate Web 2.0-Based Projects For 21st Century Skills and Standards

How do we assess students’ learning in Web 2.0 environments? Go beyond assessing the mere mechanics of using these tools. Refocus your assessments to reflect the students in-depth and comprehensive standards-based learning and 21^st Century Skills.

Pre-assess Web 2.0 projects to assess the present level and raise the academic learning and 21st century skills.

A few Web 2.0 Tools: Blog; wiki; photo-sharing; movie-sharing; videoconference; and podcast

21^st Century skill as defined by the Partnership for 21^st century skills

Assessments using 21st century skills and Tuttle’s assessment tools (see previous blogs)

Blog/Wiki Assessment (Book reports) and make-over for greater learning

Podcast Assessment (George Washington crosses the Delaware) and make-over for greater learning

Photo-Sharing Assessment (Incan ruins) and make-over for greater learning

Movie sharing/YouTube Assessment (Shakespeare) and make-over for greater learning

Videoconferencing Assessment  (Book reports) and make-over for greater learning

Universal Web 2.0 Assessments: Partnership for 21^st Century Skills listing

Partnership for 21^st century skills http://www.21stcenturyskills.org

What lifelong skills will your students have after your class?

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Formative Assessment and Successful Student Writing Through Formative Assessment by Harry Grover Tuttle

My book. Successful Student Writing Through Formative Assessment will be available from Eye-on-Education in the Fall.

21st Century Skills Learning and Web 2.0

I’ve noticed that many “Web 2.0″-based learning experiences are not 21st century skills-based.  For example, students can twitter about a novel but if their comments are simply plot summaries then they are not showing critical thinking. Likewise, many 21st century skills are not Web 2.0 based.  Students can create a video reacting to a novel  but if no one reacts to it or builds on it than it really is not Web 2.0 read-write based.

I think that we have to move from isolated thinking to more global thinking. We want to see 21st century skills developed through Web 2.0.

I share this preliminary draft of a grid in which we can look at both 21st century skills and Web 2.0 characteristics at the same time to see if we really have an intersection of the two.

Tuttle's 21st Century Skills and Web 2.0 Grid