Data: Less Time Collecting, More Time Analyzing
We are obsessed with data. We track our screen time. We track our steps. We count calories. We measure our heart rate while exercising. We post maps of our runs. We are competitive in nature and need evidence prove that we did something productive.
Data is fun to manipulate when it is easily aggregated. Wearable technology made it easy to compile all of this data. We do not think about any of the data that we track. It happens seamlessly, so we can spend more time analyzing data, and less time collecting data.
This is the role that I see technology playing with data collection in the inquiry based classroom. How can we digitize assessments? Resources like Plickers, Google Forms, SMART Notebook Response, and Nearpod, have created an easy way to capture student learning without wasting too much time while doing it.
Teachers must constantly assess to drive instruction and provide on level learning opportunities to their students. These assessments should be seamless and quick. They should provide good information and get to the heart of the objective.
Every kind of assessment has a home in the inquiry based classroom. Pre-assessments should be used to compile homogeneous or heterogeneous groups for collaborative work. Formative assessments provide insight on next steps and deficits. Summative assessments reflect student achievement. Self-assessments provide time for students to reflect on their contributions and provide context to their learning. Rubrics can assess the process thoroughly.
Data is fun to manipulate when it is easily aggregated. Wearable technology made it easy to compile all of this data. We do not think about any of the data that we track. It happens seamlessly, so we can spend more time analyzing data, and less time collecting data.
This is the role that I see technology playing with data collection in the inquiry based classroom. How can we digitize assessments? Resources like Plickers, Google Forms, SMART Notebook Response, and Nearpod, have created an easy way to capture student learning without wasting too much time while doing it.
Teachers must constantly assess to drive instruction and provide on level learning opportunities to their students. These assessments should be seamless and quick. They should provide good information and get to the heart of the objective.
Every kind of assessment has a home in the inquiry based classroom. Pre-assessments should be used to compile homogeneous or heterogeneous groups for collaborative work. Formative assessments provide insight on next steps and deficits. Summative assessments reflect student achievement. Self-assessments provide time for students to reflect on their contributions and provide context to their learning. Rubrics can assess the process thoroughly.
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