Office. (2014c). Word 2013 training courses, videos and ...



EDUC 638 ISD FINAL REPORTAndrea Barrett, Jessica Cooter, Chanda Jackson, & Tom NykampDr. Jennifer CourduffLiberty UniversityMarch 8, 2015AbstractMeasuring the learning experience of students to ensure they are grasping content and retaining what is learned is a vital role of assessment. Experts and educational technologists stress that web-based assessment plays an important role in improving the quality of student learning experiences (Oz, 2013). Instructors must be able to incorporate web-based formative assessments into their lesson plans. This project will focus on how teachers can transition from traditional paper-and-pencil formative assessments to utilizing different web-based assessment tools to measure their students’ learning experience. The web-based formative assessment tools that are discussed in this report are Kahoot!? and PearDeck?. Finally, teachers will learn research-based strategies for applying formative assessment results for effective reteaching. Keywords: formative assessment, web-based assessment, learning experience, Kahoot!?, PearDeck? and Google Forms?.ISD Final ReportNeeds Identification Teachers are expected to differentiate their instruction, but time constraints prevent them from doing so (Doubet, 2012; Horn & Staker, 2015). Formative assessment is the foundation to effective instruction, since the information gleaned from formative assessments helps instructors revise teaching strategies to target student needs (Black & Wilam, 1998). Additionally, formative assessment, which also takes extra time (Horn & Staker, 2015) is necessary for differentiated instruction to meaningfully take place (Doubet, 2015). Web-based assessment tools can reduce the time teachers spend implementing formative assessments and compiling the results (Horn & Staker, 2015). In this report, we will focus on web-based assessment tools that promote formative assessment.Goal Statement Grades six through 12 teachers in Naperville Community Unit School District 203 (NCUSD 203) will incorporate web-based assessment tools to integrate formative assessment and its ensuing feedback into their instruction. According to Clarke (2012), feedback underpins formative assessment, and both happen “when learners are encouraged to articulate their tacit knowledge (existing motives, ideas, opinions, beliefs, and knowledgeable skills)” (p. 209). Feedback facilitates self-evaluation, which occurs when learners identify their current progress towards a specific learning outcome (Molloy & Boud, 2014). Feedback motivates self-directed learning (Theunissen & Stubbe, 2014); according to Knowles (1975), having learners identify their own learning needs is a component of self-directed learning (as cited in Skiff, 2009), and this diagnosis occurs with the feedback (Molloy & Boud, 2014) that ensues from formative assessment (Clarke, 2012). This goal thus aligns with the mission statement of NCUSD 203, for a component of this mission statement is to teach students to be self-directed learners (NCUSD 203, n.d.). Additionally, according to the International Society for Technology in Education (ISTE), teachers should use technology to affect self-directed learning in their students (ISTE, 2008). Task AnalysisThe overall goal of this instructional design project is to have teachers use web-based formative assessment tools to enhance learning effectiveness (Wang, Wang, Wang, & Huang, 2006). All other tasks are planned backwards from this. Teachers will be trained on how to convert traditional, paper-and-pencil multiple choice and short response quizzes into two web-based assessment tools: Kahoot!? and Pear Deck?. Teachers will be notified a week before the workshop date that they will be expected to bring these pre-written quizzes to the workshop along with their laptops that have working Internet access. For the workshop, teachers will be seated in groups of three to four; ideally, teachers will be arranged in groups by grade level and subject area. For example, sixth grade science teachers will sit with other sixth grade science teachers and ninth grade mathematics teachers will sit with other ninth grade mathematics teachers. For the rest of this report, the phrase “large group” will refer to all of these groups together, while the phrase “small group” will refer to these different grade- and subject-level groups. A week before the workshop begins, the presenter will send a Google forms survey that assesses the teachers’ prior knowledge of using the Internet. See Appendix 1 for a copy of this survey. The survey results will return to the presenter via a spreadsheet. The presenter can then use the web research guide available from Houghton Mifflin Harcourt Publishing Company (2008) and Beal (2015) to teach the learners prerequisite Internet navigation skills at the beginning of the workshop. Per the survey results, the learners might need instruction in additional Internet navigation skills (Crumrine & Demmers, 2007). After verifying that all of the learners have basic Internet navigation skills, the presenter will commence teaching the three main objectives of this workshop.Also a week before the date of this workshop, the teachers will complete a survey that collects information on their current definition of formative assessment, how frequently they implement formative assessments, ways they formatively assess, and obstacles that prevent them from formatively assessing. See Appendix 2 for a copy of this survey. The presenter will receive the survey results via an Excel spreadsheet. These survey results will be incorporated into the PowerPoint presentation that will structure the discussion that opens teaching the three main objectives of this workshop. See Appendix 3 for a copy of this PowerPoint presentation. This discussion will focus on formative assessment and feedback. The presenter will define the three major types of assessment: diagnostic, formative, and summative (Northern Illinois University, n.d.). Then the presenter will share some of the teachers’ survey definitions of formative assessment followed by Clarke’s (2012) defintion. The presenter will also explain that formative assessment causes significant learning gains (Black & Wiliam, 1998), and thus should be implemented frequently and effectively. The presenter will also share the obstacles to formative assessment that some of the teachers indicated on their surveys. Finally, the presenter will explain that Kahoot!? and Pear DeckTM help teachers overcome these obstacles so that they can formatively assess more frequently.Teachers will first experience using Kahoot!? in a small group setting; the presenter will have the teachers visit kahoot.it and log-in with the game pin number to take a fun trivia quiz. The presenter will then show the large group the score report screen of Kahoot!?, and the teachers will discuss how to use these formative assessment results for reteaching. Then the presenter will guide the teachers through converting their pencil-and-phe paper multiple choice quizzes to a Kahoot!? quiz. When they are finished with this conversion, the teachers will take turns administering their quizzes to their small groups and then in their small groups, they will view the various Kahoot!? quiz results and discuss how to apply these results to reteaching. Before the teachers can use Pear DeckTM, they will have to create a Google account. After the Kahoot!? presentation and small group work time, there will be a 30 minute break. However, teachers who need to create a Google account will be expected to stay with their laptops and the presenter will guide them through the steps of creating a Google account. See Appendix 4 for more details on this. When the full workshop resumes, the presenter will take the teachers through a quiz on Pear DeckTM that assesses their knowledge of Kahoot!? See Appendix 5 for more details on this. Afterwards, the presenter will guide the teachers in their small groups through converting their traditional pencil-and-paper multiple choice and short response quizzes into a Pear DeckTM quiz. The teachers will then take turns administering their quizzes to their small groups and then in their small groups, they will view the various Pear DeckTM quiz results and discuss how to apply these results to reteaching. For the final portion of the workshop, the presenter will facilitate a discussion with the large group of teachers on how to use formative assessment for reteaching. See Appendix ___ for the PowerPoint that will structure this discussion. During this discussion, the presenter will share the requirements for effective formative assessment (Crumrine & Demers, 2007; Hattie & Timperley, 2007; Molloy & Boud, 2014) and how to apply formative assessment results for reteaching (Bakula, 2010; Hattie & Timperley, 2007). A month after the workshop, the attendees will receive a final Google forms survey that collects information on their frequency of using formative assessment, particularly web-based formative assessment, and also the web-based formative assessment tools they prefer and any learning gains they have observed since incorporating more web-based formative assessment.Learner and Context Analysis All of the teachers have completed at least one year of full-time teaching. They are all grades six through twelve teachers working in the Naperville Community Unit School District 203 attending a professional development day. They all teach close to 10,000 students only core academic subjects such as math, history, language arts, foreign language, and science from grades six through twelve (). All of the teachers have state certification for their grade and subject area. They are all college-educated, so they communicate effectively, they are resourceful, and they are well versed in pedagogy. Through their teaching, they show that they know the importance of learning about their students as individuals and meeting individual needs. In addition, each teacher must uphold to the NCUSD’s philosophy of assessment where educators need to have the knowledge and skills necessary to create, administer, and interpret assessments in order to achieve results providing information that is valuable in designing educational opportunities that promote student achievement and meet the the needs of all learners ().The instructional designer needs to be aware of the knowledge, skill, and ability of the learners (Dick, Carey, & Carey, 2005, as cited on EDUC 633 Module 3 Part 3, 2010). All of the learners use the following Microsoft tools: Word, PowerPoint, Outlook, and Excel. Most of the learners regularly incorporate web-based activities, such as webquests and online animations, into their lessons. Most of the learners are familiar with some forms of web-based assessments. They regularly use the Internet for lesson resources and communicate through email. Most teachers have an awareness of social media such as Facebook, Twitter, Instagram, etc.According to the Dick, Carey and Carey Model it is essential for the instructional designer to be aware of the perceptions the learners have of the content being presented during this workshop (Dick, Carey, & Carey, 2005, as cited on EDUC 633 Module 3 Part 3, 2010). Most teachers perceive web-based assessments as a resourceful method of improving the quality of student learning. The teachers attending this workshop wish to utilize web-based assessments within their classrooms; however, they have not had adequate time or training to begin incorporating them into their lessons. Most teachers view this workshop as a report on the latest trend that will need to be implemented in their curriculum, and thus most teachers are invested in adopting this new method of teaching into their lesson planning to fall in line with vision and philosophy of the district. Most teachers perceive management as providing them with the resources to develop their knowledge and skills that coincide with the advancement of technology, and the NCUSD 203’s vision. Also, most teachers recognize that individuals who currently teach promote many new initiatives, and thus they are quick to acknowledge the positive nature of the new initiative. Most teachers respect those peers who are committed to the craft of teaching and meeting the needs of their students, and to earn and keep this collegial respect, many teachers strive constantly to improve. Most teachers in this workshop audience are highly motivated to adopt a new teaching method when they immediately see a high probability that it will help them to teach more effectively, increase learner achievement, and/or meet the needs of all of their students.Amongst the teachers, there is a variety of learning preferences. Some teachers prefer visual presentations, while some teachers are more auditory or tactile learners. Some teachers in this audience prefer lecture while others prefer discussion. Of those teachers who prefer discussion, some teachers prefer a large group while others prefer a small group. We will ensure that we meet the different learning styles throughout the workshop by including activities that target each learning style.Instructional ObjectivesUse Kahoot!?Performance: The learner will use Kahoot!TM as a facilitator.Conditions: In groups of three to four other learners; using a laptop with Internet access; two to three Mbits of bandwidth for every 20 to 50 learners must be available (Kahoot!TM, n.d.)Criteria: The learner will create a four to five multiple choice quiz on Kahoot!TM and will then facilitate two to three other learners taking this quiz. This facilitation includes downloading and viewing the Kahoot!TM-generated Excel spreadsheet that has an item analysis.Use Pear DeckTMPerformance: The learner will use Pear DeckTM as a facilitator.Conditions: The learner needs a Google account; Pear DeckTM only runs on Chrome, Firefox, or SafariCriteria: The learner will create a Pear DeckTM presentation quiz that includes at least one multiple choice item, at least one free response—text item, and at least one free response—number item. The learner will then facilitate two to three other learners taking this presentation quiz.Apply Formative Assessment Results to InstructionPerformance: The learner will be able to use the results of formative assessments to enhance learning effectiveness (Wang, Wang, Wang, & Huang, 2006).Conditions: While engaged in the role of certified teacher teaching standards-based content to at least one studentCriteria: After using a web-based tool such as Kahoot! TM or Pear DeckTM to formatively assess, the learner will engage in re-teaching practices including but not limited to: individualized re-teaching, elaboration on commonly missed quiz items, small group instruction, or feedback that is oral, written, or both.AssessmentsFor the first two objectives about converting paper-and-pencil assessments to Kahoot!? and Pear DeckTM, the teachers will complete a product assessment (Chappius, Stiggins, Chappius, & Arter, 2012). The product assessments will be the teachers’ Kahoot!? and Pear DeckTM versions of the paper-and-pencil assessments. Additionally for Kahoot!?, the teachers will participate in a Pear DeckTM quiz that assesses their knowledge on Kahoot!? Finally, a month after the workshop, the attendees will compete a Google forms survey that collects information on their frequency of using formative assessment, particularly web-based formative assessment, and also the web-based formative assessment tools they prefer and any learning gains they have observed since incorporating more web-based formative assessment. See Appendix 8 for a chart that details the assessments aligning with each objective.Instructional Strategy Dick, Carey, and Carey (2005) state that the instructional strategy must include clustering of objectives and the sequence of these objectives. A time frame must be allotted to each cluster of objectives. There must also be pre-instructional assessment (Dick, Carey, & Carey, 2005). There must also be, for each cluster of objectives or individual objectives, planned content and student participation sections (Dick, Carey, & Carey, 2005).ClusterObjectivesTimeframeActivities, Content, & Student Participation11.1 On a mobile Internet device, the learner will be able to use Kahoot!? as a student.1.2 On a mobile Internet device, the learner will be able to create a Kahoot!? quiz.1.3 On a mobile Internet device, the learner will be able to facilitate a Kahoot!? quiz that he or she has created.1.4 On a mobile Internet device, the learner will be able to view and analyze the results of the Kahoot!? ! quiz he or she has created and implemented.1.1 20-30 minutes1.2 30 minutes1.3 and 1.4 one hour (1.3 and 1.4 will be implemented simultaneously)Total time: Approximately two hours1.1 The presenter will administer a four to five multiple choice seasonal and/or quiz on Kahoot!? By seasonal, we mean that if this workshop is held near Thanksgiving, there will be trivia questions about turkeys and the first Thanksgiving. If this workshop is not held around a holiday, then the presenter will design or find from the public quizzes a quiz on a trivial topic of his or her choice, such as United States history. The presenter will then show the learners how to access the quiz results on Kahoot!? A brief whole group discussion on how to use these formative assessment results for re-teaching will follow.1.2 The learners will be guided through finding the website and setting up a free account. The presenter will guide the learners through navigating Kahoot!?, focusing on how to find the public quizzes and select relevant quizzes from these and also how to create his or her own quiz on Kahoot!? The learner will then transfer the multiple choice quiz he or she brought to this workshop onto Kahoot!?1.3 The learner will then facilitate this quiz with the two to three other teachers sitting at his or her table. 1.4 As a group, the teachers will view each group member’s quiz results and share ideas on how to use these results for re-teaching.22.1 (The learners whoneed this objective will be determined by the pre-assessment.) The learner will create an individual Google account.2.2 On a mobile Internet device, the learner will be able to use Pear DeckTMas a student.2.3 On a mobile Internet device, the learner will be able to create a Pear DeckTM quiz.2.4 On a mobile Internet device, the learner will be able to facilitate a Pear Deck quiz that he or she has created.2.5 On a mobile Internet device, the learner will be able to view and analyze the results of the Pear DeckTM quiz he or she has created and implemented. 2.1 The presenter will model how to set up an individual Google account. The learners will set up their own Google accounts with the guidance of the presenter.2.2 The presenter will facilitate a quiz on Pear DeckTM. This quiz will be a formative assessment of what the learners have learned so far about Kahoot!, the definition of formative assessment, and how to use the results of a formative assessment for re-teaching. This Pear DeckTM assessment will incorporate a balance of multiple choice, free response text, and free response number questions.2.3 The presenter will guide the learners through using their Google accounts to access Pear DeckTM as a quiz facilitator and creator. The presenter will also guide the learners through transferring their premade multiple choice, free response text, and free response number quizzes to Pear DeckTM.2.4 In their small groups, the learners will take turns facilitating their Pear DeckTM quizzes to one another.2.5 In their small groups, after each quiz has been presented, the teachers will view and analyze the quiz results. They will share ideas on how to re-teach based on these quiz results. 33.1 The learner will explain the classroom conditions needed to effectively conduct formative assessment.3.2 The learners will apply the results of formative assessment for effective reteaching.30 to 45 minutesThe presenter will facilitate a large group discussion on the necessary classroom conditions for effective formative assessment (Crumrine & Demers, 2007; Hattie & Timperley, 2007; Molloy & Boud, 2014). See Appendix 6 for the PowerPoint that will structure this presentation.3.2 After each Kahoot!? and Pear Deck quiz conducted in their small groups, the teachers will view the results and share ideas on how to apply these results for effective reteaching. The final portion of the workshop will consist of the presenter facilitating a large group discussion on how to use the results of formative assessments for effective reteaching (Bakula, 2010; Hattie & Timperley, 2007). Finally, a month after the workshop, the attendees will compete a Google forms survey that collects information on their frequency of using formative assessment, particularly web-based formative assessment, and also the web-based formative assessment tools they prefer and any learning gains they have observed since incorporating more web-based formative assessment. Pre-Instructional AssessmentA week before the workshop begins, the presenter will send a Google forms survey that assesses the teachers’ prior knowledge of using the Internet. See Appendix 1 for a copy of this survey. The survey results will return to the presenter via a spreadsheet. The presenter can then use the web research guide available from Houghton Mifflin Harcourt Publishing Company (2008) and Beal (2015) to teach the learners prerequisite Internet navigation skills at the beginning of the workshop. Per the survey results, the learners might need instruction in additional Internet navigation skills (Crumrine & Demmers, 2007). After verifying that all of the learners have basic Internet navigation skills, the presenter will commence teaching the three main objectives of this workshop. Also a week before the date of this workshop, the teachers will complete a survey that collects information on their current definition of formative assessment, how frequently they implement formative assessments, ways they formatively assess, and obstacles that prevent them from formatively assessing. See Appendix 2 for a copy of this survey. The presenter will receive the survey results via an Excel spreadsheet. Media Selection for Instructional StrategiesInstructional StrategyMedia SelectionCommunity Building Session—Teachers will share testimonials of successfully incorporating online assessment tools into their instruction.● LCD projector● Speakers● Computer with Internet access for the presenter● PowerPoint slides with text information and embedded videos of the teachers’ presentations● A Word document with a list of web-based assessment tools and links to these tools’ websites will be emailed to all of the teachers in attendance.Presentation of Web-Based Assessment Tools—As a large group, teachers will take a fun, short quiz from Kahoot!?. Additionally, they will watch a PowerPoint presentation on how students can create digital portfolios. ● LCD projector● Computer with Internet access for the presenter● Teachers will bring their own laptops that have Internet accessHands-on Practice of Importing an Assessment into an Online Assessment Tool—Teachers will upload a pre-made multiple choice and short response assessment that they brought into Mastery Manager. ● LCD projector● Computer with Internet access for the presenter● Teachers will bring their own laptops that have Internet accessTeacher Choice Practice Session—Teachers will create a web-based assessment using a web-based software of their choice, selecting from Kahoot!? or Google forms. Alternatively, they could impersonate a student and create a digital portfolio.● Teachers will bring their own laptops that have Internet access Media Selection for AssessmentsObjectiveAssessmentMedia SelectionBy viewing peer presentations, teachers will value the experiences of other teachers who have incorporated web-based assessment tools into their instruction.Five-question, multiple choice, criterion-referenced assessmentKahoot!?In a large group and as individuals, teachers will use web-based assessment tools.Five-question, multiple choice, criterion-referenced assessmentKahoot!?Using Kahoot!?, teachers will create a web-based version of a pre-made multiple choice and short response test.Five-question, multiple choice, criterion-referenced assessmentKahoot!?Using a web-based assessment tool of their choice—selecting from Kahoot!? or Google forms—teachers will create a web-based assessment.Five-question, multiple choice, criterion-referenced assessmentKahoot!? Additional Information for Each Media Selected● LCD ProjectorThe LCD projector requires electricity and batteries for the remote (Lamb, 2015). The LCD projector must be mounted on the ceiling (, 2009). The LCD projector can be purchased from Hitachi (Hitachi America, Ltd., 2015). To use the LCD projector, the presenter must know how to connect his or her computer to the LCD projector and change the input in order to display what is on the laptop screen. The presenter must also know basic functions of the remote such as freezing the screen. These skills can be taught by a mentor teacher or administrator.● SpeakersSpeakers such as Logitech Z200 2.0 two-piece multimedia speakers can be purchased from Best Buy (Best Buy, 2015). The speakers must be connected to the computer (Best Buy, 2015). Further operating instructions can be found in the manual that comes with the speakers (Best Buy, 2015). The presenter will need to know how to turn the speakers on and off and will also need to know how to adjust the volume through the speakers themselves as well.● PowerPointA free version of PowerPoint can be downloaded from (Office Online, 2015). Users will need Internet access. The presenter will create the PowerPoint slides. For the creation of the PowerPoint presentation, the presenter will need to know how to create a presentation that includes text, pictures, animations, and embedded videos. For the presentation of the slide show, the presenter will need to know how to put PowerPoint in presentation mode and how to proceed from slide to slide by either using the remote or by manually pushing the arrow keys on the laptop. The presenter can learn how to use PowerPoint from the PowerPoint 2013 training videos and tutorials available for free from the Microsoft website (Office, 2014b).● Internet AccessChrome, Firefox, Safari, or Internet Explorer is required for Mastery Manager. The presenter and teachers will need to be able to connect their laptop to the Internet connection made available, and also be able to navigate an Internet browser sufficiently enough to be able to open and navigate through web pages. In addition to general Internet and web browser use, the presenter will also need to be able to navigate through Kahoot!? (Kahoot, 2015) as the teachers respond to each question. Likewise, the teachers need to be able to open Kahoot!? and answer the individual questions from their laptops or smart phones. Step by step instructions on how to open Kahoot!? and submit answers will be given orally by the presenter. The presenter will prepare the surveys and assessments that are given through Kahoot!?. To learn how to use Kahoot!?, the presenter can watch the introductory video on his or her homepage of the Kahoot!? website after setting up and logging into his or her free account (Create New Kahoot!, n.d.).● WordA free version of Word can be downloaded from (Office Online, 2015). The presenter can learn how to use Word from the Word 2013 training videos and tutorials available for free from the Microsoft website (Office, 2014c). The presenter will create a document in Word that contains links to the web-based assessment tools presented in the workshop. The presenter will send this document to the teachers through an email attachment.● EmailA free version of Outlook email can be downloaded from HYPERLINK "" \h (Office Online, 2015). The presenter can learn how to use Outlook from the Outlook 2013 training videos and tutorials available for free from the Microsoft website (Office, 2014a). The presenter will be able to create and send a new email addressed to all teachers planning to attend the workshop. The presenter will also be able to attach documents to said email.● What are the computer capability requirements that learners need to use the media?Minimum CPU requirements:CPU with Dual core processor (Core duo 2 or better) Intel Core 2 Duo@ 2.4 Ghz RAM: 2 GBOS: Windows XP / Windows Vista / Windows 7Video Card: ATI RADEON HD 2900. NVIDIA GEFORCE 8800 GTSound card: Yes ● What are the bandwidth requirements that learners need to use the media?The hotel will more than likely have free WIFI setup and they will need to be able to have 50 MB per second for the bandwidth requirements of so many teachers on the WIFI network at one time. Teachers’ tablets, iPads, and iPhones should all work on the network if that is the speed that the hotel can provide.ReferencesBakula, N. (2010). The Benefits of Formative Assessments for Teaching and Learning. Science Scope, 34(1), 37-43.Best Buy. (2015). Retrieved from: , P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. The Phi Delta Kappan, 80(2), 139-144, 146-148. Retrieved from: , J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning: Doing it right-using it well (2nd ed.). Boston, MA: Pearson Education, Inc.Clark, I. (2012). Formative Assessment: Assessment Is for Self-regulated Learning. EducationalPsychology Review, 24(2), 205-249. doi:10.1007/s10648-011-9191-6Create New Kahoot! (n.d.). Retrieved from: , T., & Demers, C. (2007). Formative assessment: Redirecting the plan. The Science Teacher, 74(6), 64-68. Retrieved from: Doubet, K. J. (2012). Formative assessment jump-starts a middle grades differentiationinitiative. Middle School Journal, 43(3), 32-38.Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. doi: America, Ltd. (2015). Retrieved from: Mifflin Harcourt Publishing Company. (2008). Web research guide. Retrieved from: Society for Technology in Education (ISTE). (2008). ISTE Standards Teachers.[PDF file]. Retrieved from: (2014). Great Learning Starts By Asking Great Questions. Retrieved from: ! (2015). Retrieved from: , R. (2015). How LCD projectors work. Retrieved from:. (2009). Projector ceiling mounts, LCD ceiling mounts, pivoting ceiling mounts.Retrieved from: , H. (2014). Pre-service English teachers’ perceptions of web-based assessment in a pedagogical content knowledge course. Procedia: Social and Behavioral Sciences. 141, 45-58. doi: 10.1016/j.sbspro.2014.05.010.Molloy, E. K., & Boud, D. (2014). Feedback Models for Learning, Teaching, and Performance.In J.M. Spector, M.D. Merrill, J. Elen, & M.J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed.). New York, NY: Springer Science + Business Media.Naperville Community Unit School District 203. (n.d.). District Home. Retrieved from: Illinois University. (n.d.). Formative and summative assessment [PDF file]. Retrievedfrom: . (2014c). Word 2013 training courses, videos and tutorials. Retrieved from: . (2014b). PowerPoint 2013 training courses, videos and tutorials. Retrieved from: . (2014a). Outlook 2013 training courses, videos and tutorials. Retrieved from: Online. (2015). Collaborate with office online. Retrieved from: DeckTM. (2015). Start Engaging Your Entire Classroom. Retrieved from: DeckTM. (2015). Meet Our Team. Retrieved from , A. (2010). Module 3: Analysis (P3: The Learner Analysis Dick, Carey, & Carey’s Model). Retrieved from: , D. (2009, June 24). What is Self-directed Learning? Self-Directed Learning. Retrieved from: , R.E. (2012). Educational psychology: Theory and practice (10th ed.). Boston, MA:Pearson.Theunissan, N., & Stubee, H. (2014). iSELF: The development of an internet-tool for self-evaluation and learner feedback. [PDF file] Retrieved from: Veal, B. (2015). Web browser (browser). Wepodedia. Retrieved from: , K., Wang, T., Wang, W. L., & Huang, S. C. (2006). Learning styles and formative assessment strategy: enhancing student achievement in Web-based learning. Journal Of Computer Assisted Learning, 22(3), 207-217. doi:10.1111/j.1365-2729.2006.00166.xAppendix 1Pre-Workshop Survey Assessing Internet Navigation SkillsAppendix 2Pre-Workshop Survey on Formative Assessment Appendix 3PowerPoint for Opening Discussion on Formative AssessmentAppendix 4Setting up a Google Account-190499304800Appendix 5Quiz About Kahoot!? That Opens the Pear DeckTM PresentationAppendix 6Closing PowerPoint for Discussion on How to Apply Formative Assessment to ReteachingAppendix 7Post Workshop SurveyAppendix 8Assessments for Each ObjectiveObjectiveAssessmentUse Kahoot!?Performance: The learner will use Kahoot!TM as a facilitator.Conditions: In groups of three to four other learners; using a laptop with Internet access; two to three Mbits of bandwidth for every 20 to 50 learners must be available (Kahoot!TM, n.d.)Criteria: The learner create a four to five multiple choice quiz on Kahoot!TM and will then facilitate two to three other learners taking this quiz. This facilitation includes downloading and viewing the Kahoot!TM-generated Excel spreadsheet that has an item analysis.The learners will convert a pre-made pencil-and-paper multiple choice quiz into a Kahoot!? quiz.The learners will also take a quiz on Pear Deck that assess their knowledge of the basic functions of Kahoot!?.Use Pear DeckTMPerformance: The learner will use Pear DeckTM as a facilitator.Conditions: The learner needs a Google account; Pear DeckTM only runs on Chrome, Firefox, or SafariCriteria: The learner will create a Pear DeckTM presentation quiz that includes at least one multiple choice item, at least one free response—text item, and at least one free response—number item. The learner will then facilitate two to three other learners taking this presentation quiz.The learners will convert a pre-made multiple choice and short response pencil-and-paper quiz into a Pear DeckTM.Apply Formative Assessment Results to InstructionPerformance: The learner will be able to use the results of formative assessments to enhance learning effectiveness (Wang, Wang, Wang, & Huang, 2006).Conditions: While engaged in the role of certified teacher teaching standards-based content to at least one studentCriteria: After using a web-based tool such as Kahoot! TM or Pear DeckTM to formatively assess, the learner will engage in re-teaching practices including but not limited to: individualized re-teaching, elaboration on commonly missed quiz items, small group instruction, or feedback that is oral, written, or both.A month after the workshop, the attendees will compete a Google forms survey that collects information on their frequency of using formative assessment, particularly web-based formative assessment, and also the web-based formative assessment tools they prefer and any learning gains they have observed since incorporating more web-based formative assessment. ................
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