Digital citizenship and assessment

Since the beginning of this course, I have been working towards developing a curriculum-based resource to support digital citizenship, for the elementary level. So, I thought it would be a good idea to talk a little bit about how I plan to incorporate assessments and the use of digital tools to support it.

As educators, we understand the value of assessment as it provides us with a clear description of what our students have learned. Furthermore, it helps to improve students’ learning and indicates areas where improvement is needed. Both students and teachers can use the information gained from assessments to determine their next teaching and learning steps. It is important to note that assessment for learning is an ongoing process, therefore what makes assessment for learning effective is based upon how well the information is delivered and used.

Seeing as I am developing a curriculum-based resource that pertains to teaching about digital citizenship and all of its elements, I thought it be more effective to include the use of online tools to document student learning throughout this unit, as opposed to using the traditional printed forms of assessment. The majority of the assessment throughout this unit will be received in the form of formative assessment, specifically by students responding to questions related to each element of digital citizenship and sharing their learning using an online journal, student portfolio, or by blogging. As for the type of online tool, this is open to interpretation and is not specified within this resource. Purposefully, I have left the decision up to the teacher to select an online tool that is effective for them as well as their students. However, if I can make a suggestion, I recommend classroom teachers use Seesaw, Google Classroom/Google Documents or WordPress. Each of these online tools are user-friendly, easy to access, and provides students with the opportunity to showcase their work. Moreover, student portfolios and blogging “empowers students to independently document their learning with built-in creative tools, and provides an authentic for their work”.

At this point in time, I do not see myself developing a final summative assessment piece for my curriculum-based resource. Why? Well, because there are non-traditional ways to use summative assessments to enhance the learning process. Effective digital citizenship education shouldn’t be taught primarily in lecture form. It involves hands-on practice within a safe and monitored environment, guided by the classroom teacher. Therefore, my goal for assessment with this resource is to offer different options beyond summative assessments by allowing students the opportunity to explain material in a way they feel comfortable with and to examine their knowledge in real-world applications as opposed to paper, pencils and multiple choice questions. With that being said, my decision for not creating a final assessment piece for this curriculum-based unit is not based on the fact that I do not agree with summative assessments, as summative assessments have a lot of advantages. But, when educating students about digital citizenship, the evidence to support their understanding should be based more so through active participation while using a variety of digital tools.

Thanks for stopping by!

 

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One thought on “Digital citizenship and assessment

  1. Pingback: Digital citizenship…a teacher’s guide! | roxanne leung

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