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Assessment

A variety of assessments are used in this course.

Brief Overview of Assessment.

In-class Graded Activities.

This includes the Reading Quizzes.

Written Assignments

Oral Presentations

Multi-Week and Longer Project.

For the spring 2004 DAE2 course, this applies to the Staff Development project (and also to the assignment given in the Problem Solving, three Saturdays workshop)

Sample Readings Quizzes

Brief Overview of Assessment

  • Students ware expected to attend class regularly, read the assigned reading materials, demonstrate knowledge of the readings during class discussions, contribute to the class discussions, and participate in in-class peer and self-assessment activities. There will be some in-class graded activities.
  • There will be a number of graded assignments. They fall into two general categories:
    • Multi week projects.
    • "One-shot" assignments and activities.
  • Unless otherwise specified, each written assignment can be turned in electronically as an attachment to an email message to the instructor.
  • Written assignments, whether turned in electronically or as hard copy, are expected to be appropriately desktop published.
  • Sometimes an assignment is awarded the grade Redo, meaning that it should be redone and turned again. Typically a specific due date is assigned. This grade is used sparsely, at the instructor's discretion.
  • Late assignments. 10% is taken off for each day or fraction there of that an assignment is late.
  • Course grades will be based on the percent of points earned. The (tentative) scale is 90% = lowest A; 88% = lowest A minus; 80% = lowest B; 78% = lowest B minus, etc. Since this is a graduate course, a grade of P on the P/N option is awarded to a student who earns a B minus or better.

In-class Graded Activities

These are of four types of in-class graded activities.

  • Attendance, 4 points per class meeting.
  • Short quizzes over the required reading, 5 points per quiz.
  • Other in-class activities, such as the last day student presentations.
  • It is possible that there may be some points associated with in-class participation.

.Click here to see a sample 5-point Reading Quiz. Given below is a general purpose rubric for assessing a Reading Quiz.

Rubric Level
and Points

Brief Description

Level 1: Unexcused absence. Points: 0

Student was not present to participate in the in-class activity and was not excused.

Level 2: "Present in Class"
Points: 1

Student was present to participate in the in-class activity and turned in the activity sheet with his/her name in proper format.

Level 3: Developing
Points 2-3

Student showed a modest level of knowledge of both the current reading assignment and how it relates to previous topics covered in the class.

Level 4: Strong
Points:4

Student showed a good level of knowledge of both the current reading assignment and how it relates to previous topics covered in the class.

Level 5: Excellent
Points: 5

Student wrote concise and thoughtful answers reflecting good insight into both the current reading assignment and how it relates to previous topics covered in the class.

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Written Assignments

The following is a general purpose rubric used for written assignments,. You will note that it lacks details needed to align it with a specific assignment. In this example, we are assuming a 10-point assignment. A corresponding scaling of points would be used for an assignment with a larger or smaller number of possible points.

Level; Points on 10 point scale; Letter grade
Brief Description

Level 1: Emergent
Points: 0-3
Grade: F or N

Student displays little, if any, of the rudimentary knowledge and skills that are expected. (We also use this level, and a score of 0, if the assignment is not turned in.)

Level 2: Limited
Points: 4-5
Grade: D

Student displays rudimentary knowledge and skills, but these are not at a level appropriate to a graduate student.

Level 3: Developing
Points: 6-7
Grade: C

Student displays a minimally adequate level of the expected knowledge and skills.

Level 4: Capable
Points: 8-9
Grade: B

Student displays a functional, adequate level of the expected knowledge and skills.

Level 5: Strong
Points: 10
Grade: A

Student displays a high level of the expected knowledge and skills.

Level 6: Exceptional
Points: 11
Grade: A Plus

Student displays an outstanding and creative/innovative level of the expected knowledge and skills.

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Write-up for a Multi-week or Term Project

The write-up for a multi-week or term project is a substantial and significant piece of work. Some of the major things on which this document will be assessed include:

  • Clear statement of the problem being addressed and/or the task to be accomplished. Usually this is in the first paragraph of the document.
  • The final report for the project must include a clear discussion of what you accomplished relative to what you intended to accomplish. It should also include a clear discussion of additional work that could be done if there had been more time and other resources available. (See also, the last bulleted item in this list.)
  • Typically, there will be a survey of relevant literature. There should be a carefully done reference list at the end of the document. Each of the items referenced in the document should be listed. The list should be alphabetized and in a consistent and "standard" style/format. Adding a brief annotation to each reference item significantly increases the value of the list and is a sign of high quality work.
  • If your project involves gathering data via questionnaires and/or interviews, make it clear from whom the data was gathered, how many people the data was gathered from, how it was gathered, and so on. In a research study, the write-up needs to present sufficient detail so that someone else could replicate the study.
  • In presenting data, it is common to use both table and charts or graphs. That is, the same set of data might be presented in either or both ways, and then also discussed using text. Keep in mind that it is a challenge to most readers to understand data and its possible meanings.
  • It is also common to have a final section of the document that discusses what aspects of the question have not yet been fully answered (what aspects of the problem have not been solved) and to suggest new questions (and new problems) that arise from the work that has been done.

Oral Presentations

The oral (in class) presentation will be assessed on criteria such as:

  • Quality of handouts outlining/summarizing the presentation. These handouts should capture the key ideas and findings and should be given out before the start of the in-class presentation, or at the time of the start of this presentation. A major goal of the presentation is to have the audience learn the key findings resulting from the team's work.
  • Quality of content of the presentation. Make sure that the important ideas from your team's project are presented in a clear and concise manner.
  • The presentation should make appropriate use of presentation media. Teams are responsible for setting up the presentation facilities and dealing with difficulties that may arise.
  • It is helpful (and desirable) to have a rehearsal before doing the actual in class presentation. The overall quality, organization--"having your act in gear" for the presentation--is one of the assessment criteria.
  • Leave time for questions at the end. Thus, plan and budget your time.

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Sample Attendance & Readings Quizzes

This section contains several examples of 10-point Attendance and Reading Quizzes from Spring 2001. Note that there have been significant changes in the course for Spring 2003.

 

Digital Age Education 2 Attendance Readings Quiz for Week Number 1, 4/5/01 (10 Points)

Printed name (Last, First) __________________________________

The reading assignment for today was the first chapter of:

Bransford, J.D.; A. L. Brown; & R.R. Cocking: editors (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press

Write one or two paragraphs that cover one of the key ideas from the first chapter of the Bransford et al. book, and that show you have read and understood this idea.

 

Digital Age Education 2 Attendance Readings Quiz for Week Number 2, 4/12/01 (10 Points)

Printed name (Last, First) __________________________________

The reading assignment for today included the following two pieces by Moursund:

Moursund, D.G. (2001). The Educational Innovator's Dilemma. Accessed 3/12/01: http://darkwing.uoregon.edu/~moursund/ D.A.V.E./editorial_8_2000-2001.htm.

Moursund, D.G. Stages of concern and levels of knowledge.

Select one of these two "readings" to write about. Write one or two paragraphs that show you have read and understood this "reading" and have some insights as to its meaning or application in this term's Digital Age Education course goals.

 

Digital Age Education 2 Attendance Readings Quiz for Week Number 3, 4/17/01 (10 Points)

Printed name (Last, First) __________________________________

What is a Needs Assessment? Provide an answer that focuses on the issue of improving education through appropriate use of IT and relates to the reading assignment for this week.

 

Digital Age Education 2 Attendance Readings Quiz for Week Number 4, 4/26/01 (10 Points)

Printed name (Last, First) __________________________________

Select the one area from the four listed below that you feel least prepared to do well in as an elementary school teacher. Then introspect, doing a "Personal Needs Assessment." What do you need in order to be as comfortable and competent in this area as you are in the other three areas on this list? What changes would you recommend in the UO Integrated Teaching program to help meet this need?

  1. Math
  2. Science
  3. Language Arts
  4. Social Studies

 

Digital Age Education 2 Take Home Attendance & Readings Quiz for Week Number 7, 5/17/01 (10 Points).

Due 5/24/01

Printed name (Last, First) __________________________________

Here is a copy of the reading assignment for this week:

Strategic Planning and School Reform, Part 2.

NWREL (Northwest Regional Educational Laboratory). Comprehensive school reform [Online]. Accessed: http://www.nwrac.org/pub/schoolwide/ winter00/article2.html.

A 200 page listing and analysis of school reform movements is given at http://www.nwrel.org/scpd/natspec/ catalog/index.html.

Browse these sites to become familiar with what they have to offer. The first of the two sites is a good starting point for any study of comprehensive school reform.

Read: Table of Contents and the contents of Appendix C (which are included in the Digital Age Education II website) from the above-listed NWREL book.

Select either the school where you are currently doing a practicum, or the school in which you did your student teaching. Briefly discuss one (or more, if you like) "solid" ideas from the reading assignment that you feel is relevant to the school you have selected. Your discussion should show understanding of the idea or ideas you have chosen from the readings, and insights into how the idea or ideas apply to the school you have selected.

 

Digital Age Education 2 Attendance & Readings Quiz for Week Number 8, 5/24/01 (10 Points).

Printed name (Last, First) __________________________________

One of the two "readings" for today was a proposal to the Meyer Memorial Trust, requesting funds to implement a specific elementary school IT-using project. Write a short paragraph describing some of the key components (thrusts) of the project that is proposed.

 

Sample Reading and Attendance Quiz (Unknown Date)

Here are two short pieces information quoted from page 1 of the book:

Moravec, Hans (1999). Robot: Mere machines to transcendent minds. NY: Oxford University Press.
Progressive change sculpted our universe and our societies, but only very recently has human culture seen beyond the short cycles of day and night, summer and winter, birth and death, to recognize it. No sooner was universally change noted in the traces of history than its accelerating pace became discernible in a single lifetime. …

Many of the products of this accelerating [change] process--written language, city-states, and automation, for instance--speed it further. Today the pace [of change] strains the limits of human adaptability; the lessons of a technical education are often obsolete before the education is completed. Nevertheless, the acceleration [of the pace of change] continues, as machines take over where humans falter. …

In class assignment: Write a short paragraph that gives your thoughts on what Hans Moravec is saying, as it pertains to the education that you have been receiving to prepare you to be a technology-using teacher.

Here are brief summaries of responses provided by the class:

  1. Machines may also have faults as man programs them. Also argues that human experience is the main source of knowledge.
  2. I will never be able to know all that a computer is capable of knowing.
  3. All I can do is to teach my students the best way possible and stay somewhat current with the trends of technology.
  4. The challenge for teachers is to have a strong knowledge base in technology and continue to keep up with it or risk losing the job!
  5. With the fast rate of technology growth, it is virtually impossible to teach children everything they need to know while they are in school.
  6. The job of the teacher is to give the students the skills they will need to adapt and teach themselves new technology skills as they become necessary. It is just like the old adage " Give a man a fish and he eats for a day, teach him to fish …."
  7. As a teacher trained in technology, I will use as much technology as I can to make my job and my life as easy as possible.
  8. As humans are slower to adapt to technological changes, machines should be used to take over and continue to advance as humans falter and can't keep up.
  9. As a technology using teacher the views expressed are more exciting.
  10. Wonder what it is that makes people difficult to change with technology. People need to have faith that when they try something new, things will work out the way they're supposed to.
  11. Believe that we will rely on that technology more and more. This is the age of the computer dawning- not the human!
  12. The education that I am receiving is the basic that I need to build on.
  13. Staying on top the technological changes may be difficult, but definitely important until technology eliminates teachers.
  14. It is scary that technology is getting more and more powerful, possibly out of control. What happens when we can't control it any longer? Is this really where we want it all to go? I am all about progression but humans should never be out done!!! Human Intelligence all the way!!
  15. Although technology is changing fast we need to continue to teach it and try to keep up to date on the technology.
  16. Not willing to accept Moravec's theory as it is scary to think machines can exceed the human, but it important to be open-minded.
  17. As machines are taking over several aspects of our daily lives, I need to be constantly learning.
  18. We need continued growth in the world of technology.
  19. Technology move faster than the education that is chasing it. Schools and educators that are not keeping up with the rapid pace of technology are falling behind exponentially.
  20. Technology will take over where humans fall short. Educators need to be prepared for this change.
  21. Technology is changing fast but also becomes outdated fast.

Sample Reading and Attendance Quiz Unknown Date)

In many class periods, we have an "Attendance Quiz." The topic of the quiz may be closely tied with the required readings, but that is not always the case. Given below is the Attendance Quiz used in Week 3 of the class. It is followed by a brief summary of the types of responses that class participants provided. This type of Attendance Quiz gives the course instructor feedback on the level of educational and intellectual maturity of the students in the class. 

In class assignment: Write a short paragraph that gives your thoughts (from the point of view of teacher education and continuing education of teachers after they gradate) on what Howard Gardner is saying in the paragraph given below.

 

TECHNOLOGY WILL CONTINUE TO DRIVE CHANGES IN EDUCATION

Conservatism in educational is a good and prudent thing, says Howard Gardner, professor of cognition and education at the Harvard Graduate School of Education, but in a world with rapid technological changes, academics are advised to throw off Old World stodginess and get with the real world. "Indeed," he says, "if schools do not change rapidly and radically, they are likely to be replaced by other, more responsive (though perhaps less comfortable and less legitimate) institutions." In the future, education will centered around computers and the Internet, he says, which will serve to democratize education -- bringing personalized coaching or tutoring to the masses, so all students can enjoy a curriculum tailored to their needs, learning styles, pace and past records. Other predictions: Getting credentials from accredited institutions may become less important, as people will (to a large degree) be able to educate themselves and demonstrate their abilities in simulated settings. Imaging technologies will allow teachers to observe students' brain activity and blood flow as they engage in various kinds of problem-solving or creative activities. And, watch out, recent breakthroughs in biology and medicine -- such as genetic engineering and cloning -- may prompt even more radical changes in education. (The Futurist, March/April 2000)

 

Brief Summaries of Some of the Responses

  1. Generally agrees that technology can make rapid changes in schools, but argues that computer cannot replace teacher, cannot enhance human interaction, and cannot provide one-on-one support.
  2. Agrees that the use of Internet can improved schools but also argues that children need adults'/ parents' supervision. Parents' long working hours poses a problem.
  3. With technology students will only be learning the same thing (math, reading, and science) but with a different approach. Technology will not bring about gigantic change.
  4. To follow Gardner's views, teacher education should change. We should then have visual teacher, hands-on teacher etc. For continuing education, we should have online tutorials and virtual training evaluations.
  5. Change is good but schools don't tend to change radically or rapidly. Teachers need more technology education and support. In the world of technology, personal interactions and human contacts should be maintained in education.
  6. Positive and excited about technology's potential in education but concerned about computers limiting social growth. Social development is equally important as academic growth.
  7. The ideas presented by Gardner are realistic. Learning on our own can save money, be able to learn in our own time, and learn at home.
  8. Imaging technologies to observe students' brain activity and blood flow sounds scary. For this activity anybody other than teacher can do it.
  9. We must first change multiple choice tests to problem solving tests. Besides teachers, principals and school superintendents should understand this idea.
  10. Teacher education is a continuous process after graduation.
  11. In the computer world, the role of teacher should change drastically.
  12. As what we learn during teacher training quickly becomes outdated, teacher training should be a continuous process throughout teachers' career.
  13. Teachers' role should be more focussed on enhancing students' social interaction.
  14. Staying advanced and current about technology is more important than getting a credential from a credited institution.
  15. The most important focus of teacher training should be how to tailor curriculum to each student's need rather than focusing on brain imaging.
  16. Disagree with Gardner on the idea of self-learning. Getting credentials from a recognized university is important.
  17. In the article Gardner emphasize too much on technology and less on human aspects.
  18. Although technology is advancing we still need the human elements to teach and monitor computer activities. We still need human to program and control the computers.
  19. Life style adaptation is important in the world of technology.
  20. Agrees that computers can help us educate ourselves, but stresses on the importance of interpersonal skills and real life experiences such as traveling, coping, and communicating.

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