Assessing and Improving Student Achievement with Technology
A Reflection
I began taking graduate coursework again this year. The coursework has been a perfect way to reset from a pandemic teaching year, and I have gained a better headspace and more resources for the upcoming school year. For that, I am grateful.
One of the courses that I took was entitled “Assessing and Improving Student Achievement with Technology”. I have taken a few technology courses in the past, so at the onset I was a little nervous with how much programing and “new” technology I would be exposed to. I’m the type of teacher that can take on new programs in small doses, and I need time to acclimate with “new”. Once I get it, I’m in — but it can be a process. However, this course did a fantastic job of balancing new programs while simultaneously moving the discussion on how we assess students and ensure they are reaching their full potential. It is almost as if the two conversations were funneled together and you couldn’t separate one from the other; the technology moved the conversation along about how we are assessing students. This pairing made for great thought provoking discussions and pedagogical reflection.
Each week we would read a variety of resources, with links to other sites where we could “dive deeper” based on our interests. I now have a browser bookmark with multiple new tools (BrainPop, Go Formative, and websites for digital portfolios, Mind Maps, digital rubrics, etc.). We would discuss the resources and create a mini lesson each week as an assignment. This part was essential since I was constantly reflecting and creating for the upcoming school year. This class has kept me “in the game” so to speak with my teaching, but it also has allowed a platform to reflect on this past year of COVID teaching with other educators. The questions of “Where do we go from here?” constantly underlining conversations.
Self Reflection Assignment
Every school year I always intend to have students use metacognition, and to self reflect on their progress in class. However, as the year progresses and the end of the year looms, using class time to take this extra step becomes more of a burden. I have found that for students to self reflect, it is best to make it part of the classroom routine/culture and to have the reflection process be short and sweet. So for the Self Reflection Assignment I wanted to make something that would embody that. First, I tried to think of a skill that students work on for the entire course. Then they can track their progress with the “self reflection assignment” to show growth over the year.
For me, I predominantly teach AP Psychology. So I created an interactive reflection sheet where students track their progress and reflect with their writing; With students from a variety of different academic backgrounds in class (some in class are medical track and have taken multiple AP courses, whereas others are taking AP Psychology as their first AP course), their abilities are quite diverse. Despite that, self reflection allows all students to track growth and progress throughout the year! I particularly like how succinct this reflection sheet is (linked below), and that it allows for the student to just check boxes in the first part, and then elaborate in their own words in the second part. Furthermore, what I have learned is that self reflection is a skill that is innate to some but needs to be learned by others. Therefore taking time (short and sweet!) to encourage self awareness with reflection is not only key to the course content/skill at hand, but also to personal growth of the student in their awareness of where they are and where they need to be (SEL!)
Get Kelly Donnellan Prusila’s stories in your inbox
Join Medium for free to get updates from this writer.
Here is a link to my Self Reflection Assignment for AP Psychology FRQ writing. Now, keep in mind this is the first time I am using it — so it is likely to change after the 2021–2022 school year :)
Gradeless Teaching Assignment
For this assignment, we were asked to create our own method of grading that does not assign standard grades. This came off as quite abstract, and it pushed me to think differently about the core values of what I want my students to know and be able to do after completion of my course. It also made me think more broadly, what skill do I want my students to be able to do as adults in our communities and society? And further: What do I see in society that is a challenge, that I want the next generation to be able to do?
So for my gradeless teaching assignment, (the outline is linked here) I focused on asking questions. The skill of asking questions, takes a critical eye to not take things at face value and to always wonder more. To not be complacent with where we are at in society or life. To wonder is a magical thing. I have two small children, and my 5 year old is constantly asking deep questions: Why does green mean go? Where do burps come from? What happens when we die? At a certain age we lose that, and so teaching high school AP Psychology I want to encourage question asking and critiquing of the world around us and human behavior, as opposed to just answering the questions I want them to answer.
Although I will not be able to implement this grading system next year, my goal is to continue to encourage students to create questions throughout the year — similar to what we as teachers do, with asking “Essential Questions”. Questions drive learning, and when students ask their own questions the lessons becomes more personal and motivating on an individual basis.
Reflection
Overall, this course is one that I explored many avenues with assessing and technology that I had not previously acted on. (For one, I am writing this blog which is something I never imagined doing.) I have been aware of and exposed to the theories behind many of the pedagogical shifts in education (gamification, standard based, badge, etc.), but I have never put “pen to paper” and create my own lessons that embody these new approaches. This course allowed me to do that on a weekly basis, and it was not overwhelming.
Following the obstacles and constant shifting of teaching this past year in a pandemic, I had become a lackluster teacher in some respect. I felt so limited with what I could do in a remote/hybrid class. Reflecting on the year with other teachers from other districts, having access to more technology resources, and creating my own take on these pedagogical shifts in education, has reignited passion and the desire to move forward in my class. This course is one that I needed on both a personal and professional level.
“I cannot teach anybody anything, I can only make them think.” -Socrates
