Disclaimer right from the get go. I haven’t played with EverySlide a lot. So . . . head over, try it yourself, and let me know what you think. But based on the amount of time that I’ve had to mess with it, EverySlide seems like a handy tool to have hanging off your tool belt.
At its most basic level, EverySlide is a web-based tool that lets you share your presentation slides with whomever you want. So it’s a lot like SlideShare or Issuu. Upload your slides, share a link, people can view the slides anywhere/anytime.
But there is a difference.
EverySlide also has a little bit of Socrative or Kahoot embedded in it. It’s designed to be a live presentation tool so that whenever you’re talking, your participants follow along on their own devices. You can still project your slides but the idea is that you control the flow of the preso from your device. Kids do have the option to go back and review slides you’ve already covered but they can’t go forward.
And here’s the kicker.
With an awesome name like Bruce VanSledright, you know the guy just has to have his arms wrapped around what quality assessment looks like. I have seen some of his earlier stuff but haven’t heard his thoughts on assessment.
So we’ll see. I have faith.
The idea is that we can use the NCSS College, Career, and Civic Life standards to help use figure out good assessment stuff. Bruce starts out by highlights problems with past and current bubble, MC type tests that focus on foundational knowledge.
These “traditional” kinds of tests are great at measuring the capacity of students to memorize details, to recall isolated knowledge bits, assessments are often designed to actually measure the reliability of the tests themselves, and – just a little tongue in cheek – to measure our ability to teach to the test.
Bruce says that much of what we can do with the actual data from these sorts of tests is pretty limited. They provide no timely formative information. And rarely is the data actually tied to individual students any way.
So how can the NCSS standards help us re-think assessment? Read more
I know none of us have ever been to a bar and played one of those trivia games with the special keypad. But I have heard of them. Perhaps you have as well. Questions come up. The time counts down. The quicker you type in the correct answer, the higher your point score. After every question, you see everyone else’s score – giving you the chance to compare your score with the rest of the group. It can be incredibly addictive and a lot of fun to play.
I mean, that’s what I’ve been told. I would never sit in a bar, playing some silly video trivia game over drinks and snacks with friends. Because that would be, well . . . okay. Yes. I’ve played video trivia games over drinks and snacks with friends. It’s incredibly addictive and a lot of fun.
All good games have three basic elements. These elements combine to make it hard to walk away from the game. The first element is a goal. There has to be something that players are working to achieve. The second element is some sort of instant feedback. All good games give you some idea of how you’re doing, while you’re doing it. And finally there’s something called flow. Flow is the perfect balance between too easy and too hard. The game has to be hard but not so hard that you can’t win.
The video trivia game has all three. I want to have more points than everyone else. I get feedback after every question telling me how I’m doing. And during the questions, as time is counting down, wrong answers slowly disappear until just at the last second . . . only the correct answer remains. This helps provide a balance between hard and easy. And so millions of people get hooked into playing the game.
All this to say that there’s a new assessment game in town. And it contains the same sort of elements that a good game would contain.
It’s called Kahoot! Read more
Paul is a stud. And not just cause he teaches middle school social studies. (Let’s be honest, anyone who teaches middle school social studies automatically qualifies.)
Nope. Paul is a stud because he’s doing awesome stuff with kids and is not afraid to share what works in his classroom with others. So if you haven’t already bookmarked Blogush or added it to your RSS feed, you should. Cause, well . . . I already told you, he’s a stud.
A recent visit revealed a variety of topics including a series of posts highlighting why he loves middle school and a ton of stuff on the Common Core.
But I was intrigued by the 15 Assessments That Don’t Suck post title. (Paul is right . . . posts with numbers and the word “suck” in the title are impossible to resist.) I’m not going to ruin the surprise here. Head over and browse through an incredible list. Breathe in some of the studness, leave a few of your own ideas, then come back and re-post those ideas here. I’d love to hear what works for you!
Okay. I know that it’s 7:45 am on a Saturday morning but perhaps the best session of the day is ready to go and there’s maybe 20 people here.
Joel Breakstone and Mark Smith from the Stanford History Education Group are here to talk about their awesome new assessment tool called Beyond the Bubble. (SHEG is the group started and led by the history superhero, Sam Wineburg.) I know that it’s new and maybe people haven’t heard enough about it yet. But seriously. This is what assessment should look like in the world of the Common Core, C3 national standards, and the new Kansas state standards.
I was wrong. 8:00 am and it’s standing room only. Which is a good thing. Because Beyond the Bubble is perhaps the best place I’ve found for really measuring historical thinking.